study & master technology grade 7 teacher's guide
TRANSCRIPT
Technology
Grade
11Ria de Jager • Lin Bassett • Neel RamduttLynn Pocock • Barbara Munsami
Teacher’s Guide
1111Grade
7
CAPS
SM_Technology_G7_TG_CAPS_ENG.indd 1 2013/07/01 1:46 PM
Technology
Grade 7Teacher’s Guide
Ria de Jager • Lin Bassett • Neel Ramdutt Lynn Pocock • Barbara Munsami
Study & Master
SM_Technology_G7_TG_TP_CAPS_ENG promo.indd 1 2013/07/01 1:44 PMTechnology_Grades 7_Senior Phase_TG_Gr7_Prelims.indd 1 2013/07/01 1:54 PM
c a m b r i d g e u n i v e r s i t y p r e s s
Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, São Paulo, Delhi, Mexico City
Cambridge University PressThe Water Club, Beach Road, Granger Bay, Cape Town 8005, South Africa
www.cup.co.za
© Cambridge University Press 2013
This publication is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press.
First published 2013
ISBN 978-1-107-25677-4
Editor: Timothy NicolProofreader: Heather ThorneTypesetter: Lizette StuartIllustrators: Phillip du Plessis, Ruth Frances, Yancke van TonderCover image: Equidae burcheli, commonly known as a baby zebra, © Bernie Olbrich/AfriPics……………………………………………………………………………………………………………
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Technology_Grades 7_Senior Phase_TG_Gr7_Prelims.indd 2 2013/07/01 1:54 PM
Contents
Expanded contents pages IV
Section A: Introduction A1
Section B: Planning B1
Section C: Assessment C1
Section D: Teaching Guidelines D1
Section E: Photocopiable resources E1
Section F: Documents F1
Technology_Grades 7_Senior Phase_TG_Gr7_Prelims.indd 1 2013/07/01 1:54 PM
Technology_Grades 7_Senior Phase_TG_Gr7_Prelims.indd 2 2013/07/01 1:54 PM
Sect
ion
A: I
ntro
duct
ion
A1
Sect
ion
B: P
lann
ing
B1
Sect
ion
C: A
sses
smen
tC1
Sect
ion
D: T
each
ing
Gui
delin
esD
1
Term
Stra
ndM
odul
eU
nit
Tim
e al
loca
tion
(w
eeks
&
hour
s)Le
sson
Act
ivit
ies
CAPS
con
tent
, co
ncep
ts a
nd s
kills
Ass
essm
ent
task
sRe
sour
ces
LB
page
TG
page
1D
esig
n
pro
cess
sk
ills
1: D
esig
n p
roce
ss
skill
s1.1
: In
tro
du
ctio
n1
wee
k(1
ho
ur)
Les
son
1A
ctiv
ity
1A
ctiv
ity
2A
ctiv
ity
3
Defi
nit
ion
S
cop
e: W
ho
do
es
tech
no
log
y in
th
e ‘w
orl
d o
f w
ork
’?
Su
rvey
In
vest
igat
e/W
ork
shee
t R
eco
rdin
g
Exa
mp
les
of
tech
no
log
y at
w
ork
8/9 9 10
D5
1.2: D
esig
n
con
sid
erat
ion
s1
wee
k(1
ho
ur)
Les
son
2A
ctiv
ity
4A
ctiv
ity
5A
ctiv
ity
6A
ctiv
ity
7A
ctiv
ity
8A
ctiv
ity
9
Inve
stig
ate:
fi
nd
ing
, usi
ng
an
d
ackn
owle
dg
ing
in
form
atio
n.
Des
ign
: des
ign
b
rief
, sp
ecifi
cati
on
s,
con
stra
ints
, in
itia
l id
ea
sket
ches
, ch
oo
sin
g t
he
bes
t d
esig
n, s
elec
tin
g
mat
eria
ls.
Mak
e: d
raw
ing
p
lan
s, d
evel
op
th
e m
anu
fact
uri
ng
se
qu
ence
, mak
e th
e it
em/m
od
el
Eval
uat
e: le
arn
ers
eval
uat
e b
oth
th
eir
des
ign
sta
ges
an
d
thei
r fi
nal
pro
du
ct.
Co
mm
un
icat
e: le
arn
ers
pre
sen
t th
eir
solu
tio
ns,
le
arn
ers
com
pile
all
no
tes
and
dra
win
gs
into
a p
roje
ct r
epo
rt in
th
eir
clas
s-w
ork
bo
oks
.
Fit-
for-
pu
rpo
se
Lea
rner
ev
alu
atio
n o
f d
esig
n b
rief
Exa
mp
les
of
bo
okm
arks
Pro
ject
p
ort
folio
11/1
213 14 14 15 15
D6
Technology_Grades 7_Senior Phase_TG_Gr7_Prelims.indd 3 2013/07/01 1:54 PM
Term
Stra
ndM
odul
eU
nit
Tim
e al
loca
tion
(w
eeks
&
hour
s)Le
sson
Act
ivit
ies
CAPS
con
tent
, co
ncep
ts a
nd s
kills
Ass
essm
ent
task
sRe
sour
ces
LB
page
TG
page
1C
om
mu
nic
atio
n
skill
s2
: Co
mm
un
icat
ion
sk
ills
2.1
Intr
od
uct
ion
to
gra
ph
ical
co
mm
un
icat
ion
1 w
eek
(2 h
ou
rs)
Les
son
3A
ctiv
ity
10A
ctiv
ity
11a
Act
ivit
y 11
b
Act
ivit
y 11
c A
ctiv
ity
11d
A
ctiv
ity
11e
Act
ivit
y 11
f
Pu
rpo
se o
f g
rap
hic
s:
dev
elo
p id
eas
and
co
mm
un
icat
e id
eas.
Co
nven
tio
ns:
o
utl
ines
(th
ick/
dar
k),
con
stru
ctio
n li
nes
(t
hin
/fei
nt)
, hid
den
d
etai
l (d
ash
ed)
scal
e,
dim
ensi
on
ing
.
Cla
ss s
urv
ey
Dra
win
gs
Exa
mp
les
of g
rap
hic
al
com
mu
nic
atio
nP
aper
to
p
ract
ice
the
conv
enti
on
s of
lin
e d
raw
ing
16/1
719 20 20 2
123 23
D14
Les
son
4A
ctiv
ity
12A
ctiv
ity
13S
ketc
hin
g: f
reeh
and
sk
etch
ing
.
Wo
rkin
g d
raw
ing
s:
2-d
imen
sio
nal
d
raw
ing
of
on
e fa
ce
of a
n o
bje
ct u
sin
g
conv
enti
on
s.
Dra
win
gs
Bo
okm
arks
d
raw
ing
s
Pap
er a
nd
d
raw
ing
eq
uip
men
t
25 27D
25D
29
2.2
: Gra
ph
ic
tech
niq
ues
1 w
eek
(2 h
ou
rs)
Les
son
5A
ctiv
ity
14a
Act
ivit
y 14
b3
-D o
bliq
ue:
fro
nt
view
w
ith
dep
th a
t 4
5º,
o
bliq
ue
pro
ject
ion
u
sed
to
ass
ist
wit
h
inte
rpre
tati
on
, an
d
wit
h d
raw
ing
sin
gle
VP
p
ersp
ecti
ve.
Dra
win
gs
of o
bliq
ue
pro
ject
ion
Sq
uar
ed
(qu
adra
nt)
pa
per
to
p
ract
ice
3-D
o
bliq
ue
dra
win
gP
enci
l
29/3
131
D30
Les
son
6A
ctiv
ity
15a
Act
ivit
y 15
b3
-D a
rtis
tic:
sin
gle
va
nis
hin
g p
oin
t p
ersp
ecti
ve w
ith
co
lou
r, te
xtu
re a
nd
sh
adin
g.
Pap
er a
nd
d
raw
ing
eq
uip
men
t
34
34
D33
Technology_Grades 7_Senior Phase_TG_Gr7_Prelims.indd 4 2013/07/01 1:54 PM
Term
Stra
ndM
odul
eU
nit
Tim
e al
loca
tion
(w
eeks
&
hour
s)Le
sson
Act
ivit
ies
CAPS
con
tent
, co
ncep
ts a
nd s
kills
Ass
essm
ent
task
sRe
sour
ces
LB
page
TG
page
1M
ech
anic
al
syst
ems
and
co
ntr
ol
3: M
ech
anic
al
syst
ems
and
co
ntr
ol
3.1:
Sim
ple
m
ech
anis
ms
7 w
eeks
(14
ho
urs
)L
esso
n 7
Act
ivit
y 16
aA
ctiv
ity
16b
Act
ivit
y 17
Les
son
: Lev
ers
—
mec
han
ical
ad
van
tag
e —
sim
ple
qu
alit
ativ
e tr
eatm
ent.
Firs
t-cl
ass
leve
rs: m
ay
giv
e a
mec
han
ical
ad
van
tag
e o
r n
ot,
d
epen
din
g o
n p
ivo
t p
osi
tio
n.
Mo
tio
n a
nd
m
ech
anis
ms
Lev
er
syst
ems
Exa
mp
les
of
mec
han
ism
s,
such
as:
Sci
sso
rsTw
eeze
rsB
ott
le o
pen
erH
amm
erP
liers
Wei
gh
ing
sca
leN
utc
rack
er
For
pn
eum
atic
s an
d h
ydra
ulic
s:S
yrin
ges
– la
rge
and
sm
all
Tub
ing
to
fit
syri
ng
esB
allo
on
Ru
bb
er b
and
sD
ou
ble
-sid
ed
tap
eS
tick
y ta
pe
Car
db
oar
d
35/3
738 4
0
D35
D36
D37
Les
son
8A
ctiv
ity
18A
ctiv
ity
19C
ase
stu
dy:
Fi
rst-
clas
s le
vers
wit
h
mec
han
ical
ad
van
tag
e:M
A >
1M
A =
1M
A <
1
Firs
t-cl
ass
leve
rsE
xam
ple
s of
fi
rst-
clas
s le
vers
40
/42
43
D38
D39
Technology_Grades 7_Senior Phase_TG_Gr7_Prelims.indd 5 2013/07/01 1:54 PM
Term
Stra
ndM
odul
eU
nit
Tim
e al
loca
tion
(w
eeks
&
hour
s)Le
sson
Act
ivit
ies
CAPS
con
tent
, co
ncep
ts a
nd s
kills
Ass
essm
ent
task
sRe
sour
ces
LB
page
TG
page
1M
ech
anic
al
syst
ems
and
co
ntr
ol
3: M
ech
anic
al
syst
ems
and
co
ntr
ol
3.1:
Sim
ple
m
ech
anis
ms
(co
nt.
)
Les
son
9A
ctiv
ity
20A
ctiv
ity
21
Sec
on
d-c
lass
leve
rs:
Lea
rner
s d
emo
nst
rate
m
od
els
of s
eco
nd
-cla
ss
leve
rs, w
hic
h a
lway
s g
ive
a m
ech
anic
al
adva
nta
ge.
Sec
on
d-
clas
s le
vers
S
yste
ms
dia
gra
m
Exa
mp
les
of
seco
nd
-cla
ss
leve
rs
43/
44
45
D39
D4
0
Les
son
10
Act
ivit
y 22
Th
ird
-cla
ss le
vers
: p
lace
d b
etw
een
eff
ort
an
d f
ulc
rum
. L
earn
ers
dem
on
stra
te
mo
del
s of
th
eir-
clas
s le
vers
wh
ich
nev
er
giv
e a
mec
han
ical
ad
van
tag
e
Th
e th
ree
clas
ses
of
leve
r
Exa
mp
les
of
each
cla
ss o
f le
ver
45
/46
D4
1
Les
son
11
&
L
esso
n 1
2
Act
ivit
y 23
Act
ivit
y 24
Act
ivit
y 25
Inve
stig
atio
n: L
ever
s an
d li
nka
ges
E
xam
ine
linke
d fi
rst-
clas
s le
vers
(e.
g. p
air
of s
ciss
ors
, pai
r of
p
liers
, hed
ge
trim
min
g
shea
rs).
Exa
min
e lin
ked
se
con
d-c
lass
leve
rs
(e.g
. offi
ce p
un
ch,
bic
ycle
bra
ke c
allip
er,
nu
t cr
acke
rs).
Exa
min
e lin
ked
th
ird
-cl
ass
leve
rs (
e.g
. of
fice
sta
ple
r, pa
ir o
f tw
eeze
rs).
Firs
t an
d
seco
nd
-cla
ss
leve
rs
Exa
mp
les
of fi
rst
and
se
con
d-c
lass
le
vers
46
46
46
D4
2D
43
D4
4
Technology_Grades 7_Senior Phase_TG_Gr7_Prelims.indd 6 2013/07/01 1:54 PM
Term
Stra
ndM
odul
eU
nit
Tim
e al
loca
tion
(w
eeks
&
hour
s)Le
sson
Act
ivit
ies
CAPS
con
tent
, co
ncep
ts a
nd s
kills
Ass
essm
ent
task
sRe
sour
ces
LB
page
TG
page
1M
ech
anic
al
syst
ems
and
co
ntr
ol
3: M
ech
anic
al
syst
ems
and
co
ntr
ol
3.1:
Sim
ple
m
ech
anis
ms
(co
nt.
)
Les
son
13
Act
ivit
y 26
Act
ivit
y 27
Sce
nar
io: I
mpa
ct o
f te
chn
olo
gy
Em
erg
ency
wo
rker
s u
se t
he
‘jaw
s-of
-lif
e’
syst
em t
o r
escu
e tr
app
ed a
ccid
ent
vict
ims.
Les
son
: Usi
ng
p
neu
mat
ics
and
hy
dra
ulic
s to
en
han
ce
hu
man
str
eng
th.
Min
i-P
AT
1To
pic
: M
ech
anic
al
syst
ems
and
co
ntr
ol
Co
nte
xt: J
aws-
of-l
ife
resc
ue
syst
emC
on
ten
t:
Lev
ers,
lin
kag
es,
hyd
rau
lics
and
p
neu
mat
ics
An
exa
mp
le o
f a
pn
eum
atic
sy
stem
47/
51
51
D4
4D
46
Les
son
14
Act
ivit
y 28
a A
ctiv
ity
28b
Inve
stig
atio
n: F
orc
e tr
ansf
er b
etw
een
tw
o
equ
al s
yrin
ges
fille
d
wit
h 1
) ai
r an
d 2
) w
ater
.
Inve
stig
atio
n: F
orc
e tr
ansf
er b
etw
een
tw
o
un
equ
al s
yrin
ges
fille
d
wit
h 1
) ai
r an
d 2
) w
ater
.
Inve
stig
atio
nM
ater
ials
to
bu
ild a
p
neu
mat
ic
syst
ems
53
55
D4
7
Les
son
15
Act
ivit
y 29
Act
ivit
y 30
Des
ign
an
d m
ake:
Lea
rner
s w
ork
in
team
s to
dev
elo
p a
w
ork
ing
mo
del
of
a hy
dra
ulic
-syr
ing
e p
ower
ed, l
inke
d-l
ever
re
scu
e d
evic
e u
sin
g
sim
ple
mat
eria
ls.
Des
ign
bri
ef,
spec
ifica
tio
ns
and
co
nst
rain
ts.
Inve
stig
atio
n/
Res
earc
h
Co
mm
un
icat
ion
Exa
mp
les
of a
re
scu
e d
evic
e5
65
6D
50
D5
0
Technology_Grades 7_Senior Phase_TG_Gr7_Prelims.indd 7 2013/07/01 1:54 PM
Term
Stra
ndM
odul
eU
nit
Tim
e al
loca
tion
(w
eeks
&
hour
s)Le
sson
Act
ivit
ies
CAPS
con
tent
, co
ncep
ts a
nd s
kills
Ass
essm
ent
task
sRe
sour
ces
LB
page
TG
page
1M
ech
anic
al
syst
ems
and
co
ntr
ol
3: M
ech
anic
al
syst
ems
and
co
ntr
ol
3.1:
Sim
ple
m
ech
anis
ms
(co
nt.
)
Les
son
16
Act
ivit
y 31
Act
ivit
y 32
Act
ivit
y 33
A 3
-D d
raw
ing
of
the
idea
in o
bliq
ue
pro
ject
ion
usi
ng
dar
k an
d f
ein
t lin
es.
A s
ketc
h in
sin
gle
VP
p
ersp
ecti
ve e
nh
ance
d
usi
ng
tw
o o
f co
lou
r, te
xtu
re o
r sh
adin
g.
A w
ork
ing
dra
win
g in
2-
D s
how
ing
on
e vi
ew
wit
h d
imen
sio
ns
to
scal
e.
Gra
ph
ic
com
mu
nic
atio
nE
xam
ple
s of
2-D
an
d
3-D
wo
rkin
g
dra
win
gs
57
D5
7D
53
Les
son
17,
18
& 1
9M
ake
the
wo
rkin
g
mo
del
.5
7D
53
Les
son
20
Su
mm
ativ
e as
sess
men
tFo
rmal
A
sses
smen
t Ta
sk: T
est
57
D5
4
2S
tru
ctu
res
4: S
tru
ctu
res
4.1:
Intr
od
uct
ion
to
str
uct
ure
s1
wee
k(2
ho
urs
)L
esso
n 1
Act
ivit
y 1
Defi
nit
ion
an
d
pu
rpo
se o
f st
ruct
ure
s to
co
nta
in, p
rote
ct,
sup
po
rt a
nd
spa
n
Cla
ssifi
cati
on
of
stru
ctu
res:
nat
ura
l an
d m
an-m
ade
Iden
tifi
cati
on
of
a s
tru
ctu
re’s
p
urp
ose
Exa
mp
les
of d
iffe
ren
t st
ruct
ure
s:C
anS
cho
ol d
esk
Sch
oo
l bu
ildin
g
60
/61
D6
6
Les
son
2A
ctiv
ity
2Ty
pes
of
stru
ctu
res:
sh
ell,
fram
e an
d s
olid
Pee
rE
xam
ple
s of
m
an-m
ade
and
nat
ura
l st
ruct
ure
s
62
D6
7
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Term
Stra
ndM
odul
eU
nit
Tim
e al
loca
tion
(w
eeks
&
hour
s)Le
sson
Act
ivit
ies
CAPS
con
tent
, co
ncep
ts a
nd s
kills
Ass
essm
ent
task
sRe
sour
ces
LB
page
TG
page
2S
tru
ctu
res
4: S
tru
ctu
res
(co
nt.
)4
.2: F
ram
e st
ruct
ure
s1
wee
k(2
ho
urs
)L
esso
n 3
Act
ivit
y 3
Act
ivit
y 4
Inve
stig
ate:
a c
ell
ph
on
e to
wer
as
a fr
ame
stru
ctu
re
Cas
e st
ud
y: e
xam
ine
exis
tin
g t
ower
s st
ren
gth
ened
by
tria
ng
ula
tio
n.
Eval
uat
e: w
ork
shee
t o
n a
dva
nta
ges
/d
isad
van
tag
es o
f a
lan
dlin
e p
ho
ne
vs. a
ce
ll p
ho
ne
Teac
her
re
cord
s fi
nd
ing
s o
n
the
bro
ad p
eer
asse
ssm
ent
Ice
crea
m s
tick
sA
pie
ce o
f st
rin
gM
atch
stic
ksS
tiff
car
db
oar
dA
pu
nch
Pap
er f
aste
ner
sN
ewsp
aper
Sti
cky
tap
eP
aper
65
66
D6
8
Les
son
4A
ctiv
ity
5A
ctiv
ity
6A
ctiv
ity
7A
ctiv
ity
8
Act
ion
Res
earc
h:
Pra
c. —
sti
ffen
by
tubi
ngP
rac.
— s
tiff
en b
y fo
ldin
gP
rac.
— s
tren
gth
of
dif
fere
nt
sh
apes
Pra
c. —
sti
ffen
by
tria
ng
ula
tio
n
Teac
her
as
sess
men
t S
elf
asse
ssm
ent
Exa
mp
les
of d
iffe
ren
t sh
apes
an
d
thei
r st
ruct
ura
l st
ren
gth
66
/67
69
69 71
D6
9–
D70
4.3
: Inv
esti
gat
e st
ruct
ure
s &
4
.4: T
he
impa
ct
of t
ech
no
log
y
1 w
eek
(2 h
ou
rs)
Les
son
5A
ctiv
ity
9A
ctiv
ity
10a
Act
ivit
y 10
b
Inve
stig
ate:
A c
ell
ph
on
e to
wer
as
a fr
ame
stru
ctu
re
Cas
e st
ud
y: e
xam
ine
exis
tin
g t
ower
s st
ren
gth
ened
by
tria
ng
ula
tio
n.
Eval
uat
e: w
ork
shee
t o
n a
dva
nta
ges
/d
isad
van
tag
es o
f a
lan
dlin
e p
ho
ne
vs. a
ce
ll p
ho
ne
Pee
r as
sess
men
tE
xam
ple
s of
st
ruct
ura
l el
emen
ts o
f a
tow
er m
ade
fro
m b
eam
s an
d
tria
ng
ula
tio
n
Rad
ioC
ell p
ho
ne
76/7
778 79
D72
–D
74
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Term
Stra
ndM
odul
eU
nit
Tim
e al
loca
tion
(w
eeks
&
hour
s)Le
sson
Act
ivit
ies
CAPS
con
tent
, co
ncep
ts a
nd s
kills
Ass
essm
ent
task
sRe
sour
ces
LB
page
TG
page
2S
tru
ctu
res
4: S
tru
ctu
res
4.4
: Th
e im
pact
of
tech
no
log
y (c
on
t.)
Les
son
6A
ctiv
ity
11A
ctiv
ity
12A
ctiv
ity
13
Cas
e st
ud
y: T
he
feat
ure
s of
a s
cho
ol
des
k
Des
ign
bri
ef
Cas
e st
ud
y: R
adio
/Cel
l p
ho
ne
feat
ure
s
Wri
tin
g a
des
ign
bri
ef
FOR
MA
L
AS
SE
SS
ME
NT
TA
SK
: min
i-P
AT
2To
pic
: S
tru
ctu
res
Co
nte
xt: T
he
cell
ph
on
e to
wer
Co
nte
nt:
Fr
ame
stru
ctu
res
Exa
mp
les
of
dif
fere
nt
typ
es
of d
esk
and
ch
air
Exa
mp
les
of a
ra
dio
an
d
cell
ph
on
e
80 81
81
D75
D75
D76
4.5
: Des
ign
sk
ills
in
stru
ctu
res
1 w
eek
(2 h
ou
rs)
Les
son
7A
ctiv
ity
14W
rite
a d
esig
n b
rief
Teac
her
as
sess
es li
st
Use
ru
bri
c
Pen
cil
Dra
win
g p
aper
Sq
uar
ed
(qu
adra
nt)
pa
per
84
D79
Les
son
8A
ctiv
ity
15S
ketc
h in
itia
l id
eas
2 f
reeh
and
ske
tch
es
in 3
-DO
bliq
ue
pro
ject
ion
Sin
gle
van
ish
ing
po
int
per
spec
tive
Ble
nd
tow
er in
to
envi
ron
men
t
Use
ru
bri
c Te
ach
er
asse
sses
sk
etch
es
Exa
mp
les
of
a ce
ll p
ho
ne
tow
er
85
D79
4.6
: Des
ign
id
eas
1 w
eek
(2 h
ou
rs)
Les
son
9A
ctiv
ity
16Ev
alu
ate
sket
ches
: A
dva
nta
ges
/d
isad
van
tag
esIn
div
idu
al le
arn
ers
adap
t th
eir
own
sk
etch
es
Teac
her
as
sess
men
tP
enci
lD
raw
ing
pap
erS
qu
ared
(q
uad
ran
t)
pap
er
86
D8
0
Technology_Grades 7_Senior Phase_TG_Gr7_Prelims.indd 10 2013/07/01 1:54 PM
Term
Stra
ndM
odul
eU
nit
Tim
e al
loca
tion
(w
eeks
&
hour
s)Le
sson
Act
ivit
ies
CAPS
con
tent
, co
ncep
ts a
nd s
kills
Ass
essm
ent
task
sRe
sour
ces
LB
page
TG
page
2S
tru
ctu
res
4: S
tru
ctu
res
4.6
: Des
ign
id
eas
(co
nt.
)L
esso
n 1
0A
ctiv
ity
17W
ork
ing
dra
win
gs
Ch
oo
sin
g m
ater
ials
an
d t
oo
lsIn
div
idu
al li
sts
Teac
her
as
sess
es li
st
and
dra
win
gs
Res
ou
rces
re
qu
ired
fo
r th
e p
roje
ct
88
D8
0
4.7
: Mak
ing
sk
ills
and
4
.8: E
valu
atio
n
skill
s
1 _
2 w
eek
(1 h
ou
r)L
esso
n 1
1A
ctiv
ity
18Te
ams
sele
ct b
est
pla
n
fro
m t
hei
r g
rou
p
Dev
elo
p t
he
des
ign
ch
ose
n b
y th
e g
rou
p
Th
e g
rou
p a
dap
ts t
he
fin
al p
lan
Teac
her
as
sess
es
reas
on
s
Pen
cil
Dra
win
g p
aper
Sq
uar
ed
(qu
adra
nt)
pa
per
89
90
D8
1
4.9
: Mak
ing
sk
ills
3 w
eeks
(6 h
ou
rs)
Les
son
12
Act
ivit
y 19
Bu
ild t
he
mo
del
Teac
her
as
sess
esFo
r b
uild
ing
th
e m
od
el: S
traw
sS
osa
tie
stic
ksD
owel
sti
cks
Wo
od
en s
tick
s u
sed
fo
r st
irri
ng
te
a/co
ffee
Ele
ph
ant
gra
ssT
hin
str
ips
of
thic
k ca
rdb
oar
dW
ire
Car
db
oar
d
For
the
po
ster
an
d
pre
sen
tati
on
:L
arg
e sh
eet
of c
ard
bo
ard
/pa
per
Dra
win
g a
nd
co
lou
rin
g
mat
eria
ls
90
D8
1
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Term
Stra
ndM
odul
eU
nit
Tim
e al
loca
tion
(w
eeks
&
hour
s)Le
sson
Act
ivit
ies
CAPS
con
tent
, co
ncep
ts a
nd s
kills
Ass
essm
ent
task
sRe
sour
ces
LB
page
TG
page
2S
tru
ctu
res
4: S
tru
ctu
res
4.9
: Mak
ing
sk
ills
(co
nt.
)L
esso
n 1
3A
ctiv
ity
20B
uild
ing
th
e m
od
elTe
ach
er
asse
sses
Res
ou
rces
re
qu
ired
fo
r b
uild
ing
th
e to
wer
91
D8
3
Les
son
14
Act
ivit
y 2
1D
evel
op
a r
ub
ric
Des
ign
a p
ost
er u
sin
g
sin
gle
VP
Teac
her
as
sess
esA
n e
xam
ple
ru
bri
c fo
r ev
alu
atio
n
91
D8
3
Les
son
15
Act
ivit
y 22
Pre
sen
tati
on
s: 5
m
inu
tes
each
Pla
n jo
int
stra
teg
y fo
r p
rese
nta
tio
ns
Pre
sen
t sk
etch
es,
pla
ns,
mo
del
sE
ach
lear
ner
exp
lain
s h
is o
r h
er r
ole
P
ost
er: A
n a
rtis
t’s
imp
ress
ion
usi
ng
si
ng
le V
P
Ass
essm
ent
in p
roje
ct
po
rtfo
lios
Exa
mp
le p
ost
er9
2D
83
Les
son
16
Use
ru
bri
c to
ass
ess
oth
er m
od
els
du
rin
g
pre
sen
tati
on
Teac
her
as
sess
men
t u
sin
g r
ub
ric
Exa
mp
le r
ub
ric
92
D8
3
Les
son
17
Term
Tes
tS
um
mat
ive
asse
ssm
ent
Form
al
Ass
essm
ent
Task
: Tes
t
93
D8
3
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Term
Stra
ndM
odul
eU
nit
Tim
e al
loca
tion
(w
eeks
&
hour
s)Le
sson
Act
ivit
ies
CAPS
con
tent
, co
ncep
ts a
nd s
kills
Ass
essm
ent
task
sRe
sour
ces
LB
page
TG
page
3E
lect
rica
l sy
stem
s an
d
con
tro
l
5: E
lect
rica
l sy
stem
s an
d
con
tro
l
5.1:
In
vest
igat
ion
sk
ills
1 w
eek
(2 h
ou
rs)
Les
son
1A
ctiv
ity
1A
ctiv
ity
2A
ctiv
ity
3
Inve
stig
ate
mag
net
ism
Dif
fere
nt
typ
es o
f p
erm
anen
t m
agn
ets:
B
ar a
nd
ho
rses
ho
e
Op
tio
nal
: re
cord
ing
p
ole
s u
sin
g
com
pass
an
d
mag
net
Dif
fere
nt
typ
es
of m
agn
etIr
on
filin
gs
Pap
er c
lips
Nai
lsJ
ar f
or
iro
n
filin
gs
Co
mpa
ssW
oo
dP
last
icC
op
per
Co
ins
Pap
erS
qu
ared
(q
uad
ran
t)
pap
er
Pen
cil
96
98
99
D8
7D
88
Les
son
2A
ctiv
ity
4O
pti
on
al e
xten
sio
n:
Fin
d t
he
shap
es o
f m
agn
etic
fiel
ds
usi
ng
ir
on
filin
gs
Gro
up
wo
rk:
Su
bsta
nce
s th
at s
tick
to
a m
agn
et. T
abu
late
re
sult
s
Res
earc
h
Rec
ord
ing
O
bser
vati
on
Ta
bu
lati
on
of
resu
lts
A m
agn
et
Dif
fere
nt
mat
eria
ls —
m
agn
etic
an
d
no
n-m
agn
etic
100
D8
9
5.2
: Th
e im
pact
of
an
d b
ias
in
tech
no
log
y
1 w
eek
(2 h
ou
rs)
Les
son
3A
ctiv
ity
5M
etal
s at
trac
ted
by
a m
agn
etTe
st m
etal
sam
ple
s C
om
ple
te a
tab
le o
f th
e re
sult
s
Cas
e S
tud
y: R
ecyc
ling
sc
rap
met
als
Test
ing
m
ater
ial
sam
ple
s Ta
bu
late
re
sult
s D
iscu
ssio
n
idea
s fo
r ra
isin
g f
un
ds
Mag
net
sD
iffe
ren
t ty
pes
of
met
al:
Co
pp
erL
ead
Bra
ssA
lum
iniu
mIr
on
Ste
elN
icke
lM
etal
pap
ercl
ips
Met
al p
aper
clip
s w
ith
a p
last
ic
coat
ing
Pap
erP
enci
l
101
D9
2
Technology_Grades 7_Senior Phase_TG_Gr7_Prelims.indd 13 2013/07/01 1:54 PM
Term
Stra
ndM
odul
eU
nit
Tim
e al
loca
tion
(w
eeks
&
hour
s)Le
sson
Act
ivit
ies
CAPS
con
tent
, co
ncep
ts a
nd s
kills
Ass
essm
ent
task
sRe
sour
ces
LB
page
TG
page
Ele
ctri
cal
syst
ems
and
co
ntr
ol
5: E
lect
rica
l sy
stem
s an
d
con
tro
l
5.2
: Th
e im
pact
of
an
d b
ias
in
tech
no
log
y (c
on
t.)
Les
son
4A
ctiv
ity
6A
ctiv
ity
7C
ase
Stu
dy:
Rec
yclin
g
sch
eme
for
you
r sc
ho
ol
Tab
ula
te a
rec
ord
of
was
te p
rod
uce
d b
y yo
ur
sch
oo
lS
ug
ges
t a
viab
le
stra
teg
y to
rai
se f
un
ds
by r
ecyc
ling
Dis
cuss
ion
Ta
bu
lati
on
of
was
te m
ater
ials
Exa
mp
les
of
recy
clab
le
mat
eria
ls
102
104
D9
3D
94
5.3
: Ele
ctri
cal
syst
ems
and
co
ntr
ol
1 w
eek
(2 h
ou
rs)
Les
son
5A
ctiv
ity
8A
ctiv
ity
9S
imp
le e
lect
ric
circ
uit
sD
emo
nst
rate
a s
imp
le
elec
tric
cir
cuit
Ske
tch
sh
owin
g
com
po
nen
t sy
mb
ols
Mak
ing
D
emo
nst
rate
S
ketc
h o
f ci
rcu
itS
ketc
h c
ircu
it
dia
gra
m
Lam
p/b
ulb
or
bu
zzer
3 p
iece
s of
in
sula
ted
wir
eS
om
eth
ing
to
b
uild
th
e sw
itch
w
ith
, su
ch a
s pa
per
clip
sS
plit
pin
sC
ard
bo
ard
Cel
lsP
aper
fo
r sk
etch
ing
Pen
cil
105
106
D9
6D
97
Les
son
6A
ctiv
ity
10A
ctiv
ity
11A
ctiv
ity
12A
ctiv
ity
13
Wo
rk in
gro
ups
to
m
ake
a si
mp
le c
ircu
itD
raw
th
e ci
rcu
it
Dem
on
stra
tio
n:
Ele
ctro
mag
net
wit
h
swit
ch
Mak
ing
D
raw
ing
D
emo
nst
rati
on
Exa
mp
les
of
elec
tro
mag
net
s,
swit
ches
an
d
circ
uit
s
108
109
109
111
D9
9–
D10
1
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Term
Stra
ndM
odul
eU
nit
Tim
e al
loca
tion
(w
eeks
&
hour
s)Le
sson
Act
ivit
ies
CAPS
con
tent
, co
ncep
ts a
nd s
kills
Ass
essm
ent
task
sRe
sour
ces
LB
page
TG
page
Mec
han
ical
sy
stem
s an
d c
on
tro
l (c
onti
nued
fr
om T
erm
1)
6: M
ech
anic
al
syst
ems
and
co
ntr
ol (
con
tin
ued
fr
om
Ter
m 1
)
6.1:
Mac
hin
es
and
mec
han
ical
ad
van
tag
e
6 1 _
2 w
eeks
(13
ho
urs
)L
esso
n 7
Act
ivit
y 14
Act
ivit
y 15
Act
ivit
y 16
Co
mb
inat
ion
s of
si
mp
le m
ech
anis
ms.
‘Mec
han
ical
ad
van
tag
e.’
Rev
ise
leve
rs
Dis
cuss
in
Rev
isio
n
Ext
ensi
on
Ph
oto
cop
ied
w
ork
shee
t o
n
the
dif
fere
nt
clas
ses
of le
ver
Wh
eelb
arro
w
for
seco
nd
-cl
ass
leve
r d
emo
nst
rati
on
A s
imp
le p
ulle
y sy
stem
Dra
win
g p
aper
Pen
cil
An
el
ectr
och
emic
al
cell
Tin
fo
ilE
lect
rica
l tap
eA
lig
ht
bu
lbA
sof
t ir
on
co
re
(e.g
. a n
ail)
A lo
ng
len
gth
of
insu
late
d
cop
per
wir
eP
liers
A s
wit
ch
(bo
ug
ht
or
ho
mem
ade)
Sci
sso
rsG
lue
Wir
eP
liers
Wh
eels
fo
r p
ulle
ysN
ails
an
d
ham
mer
Ele
ph
ant
gra
ss
or
card
bo
ard
d
owel
s fo
r th
e st
ruct
ure
Tap
e
112
113
115
D10
3D
104
D10
6
Technology_Grades 7_Senior Phase_TG_Gr7_Prelims.indd 15 2013/07/01 1:54 PM
Term
Stra
ndM
odul
eU
nit
Tim
e al
loca
tion
(w
eeks
&
hour
s)Le
sson
Act
ivit
ies
CAPS
con
tent
, co
ncep
ts a
nd s
kills
Ass
essm
ent
task
sRe
sour
ces
LB
page
TG
page
Mec
han
ical
sy
stem
s an
d c
on
tro
l (c
on
tin
ued
fr
om
Ter
m 1
)
6: M
ech
anic
al
syst
ems
and
(c
on
tro
l co
nti
nu
ed
fro
m T
erm
1)
6.1:
Mac
hin
es
and
m
ech
anic
al
adva
nta
ge
(co
nt.
)
Les
son
8A
ctiv
ity
17A
ctiv
ity
18A
ctiv
ity
19A
ctiv
ity
20
Intr
od
uce
cra
nks
an
d
pu
lleys
Rev
isio
n: M
ech
anic
al
adva
nta
ge
and
st
ren
gth
enin
g f
ram
e st
ruct
ure
s
Min
i-P
AT
3To
pic
: E
lect
rica
l sy
stem
s an
d c
on
tro
l, st
ruct
ure
s,
mec
han
ism
sC
on
text
: R
ecyc
ling
an
d
impa
ctC
on
ten
t:
Str
uct
ure
s an
d
elec
tric
ity,
cr
anks
an
d
pu
lleys
Exa
mp
le o
f a
cran
kE
xam
ple
of
a fr
ame
stru
ctu
re
115
117
117
119
D10
6D
107
D10
8D
109
D11
0
Les
son
9A
ctiv
ity
21
Cas
e S
tud
y: P
ictu
res
of
cran
esD
esig
n b
rief
wit
h
spec
ifica
tio
ns
and
con
stra
ints
fo
r a
cran
e w
ith
an
ele
ctro
mag
net
Dis
cuss
ion
O
bser
vati
on
Rec
ord
ing
Exa
mp
le o
f a
cran
e12
1D
114
Les
son
10
Act
ivit
y 22
Act
ivit
y 23
Co
nti
nu
e w
ith
des
ign
b
rief
.D
raw
a c
ircu
it d
iag
ram
fo
r th
e el
ectr
om
agn
et
Des
ign
D
raw
ing
Exa
mp
les
of
the
vari
ou
s m
ech
anis
ms
for
sort
ing
m
agn
etic
m
etal
s
122
122
D11
4
Les
son
11
Act
ivit
y 24
Act
ivit
y 25
Act
ivit
y 26
Act
ivit
y 27
Act
ivit
y 28
Rev
isio
n: R
evis
e 3
-D o
bliq
ue
dra
win
g
tech
niq
ues
, lin
e ty
pes
, sc
ale,
dim
ensi
on
s
Dra
win
g: O
bliq
ue
tech
niq
ue
on
sq
uar
ed
pap
er
Rev
isio
n
of d
raw
ing
te
chn
iqu
es
Fin
al s
ketc
h
Exa
mp
les
of
ob
liqu
e d
raw
ing
124
125
126
126
127
D11
5D
116
Technology_Grades 7_Senior Phase_TG_Gr7_Prelims.indd 16 2013/07/01 1:54 PM
Term
Stra
ndM
odul
eU
nit
Tim
e al
loca
tion
(w
eeks
&
hour
s)Le
sson
Act
ivit
ies
CAPS
con
tent
, co
ncep
ts a
nd s
kills
Ass
essm
ent
task
sRe
sour
ces
LB
page
TG
page
Mec
han
ical
sy
stem
s an
d c
on
tro
l (c
on
tin
ued
fr
om
Ter
m 1
)
6: M
ech
anic
al
syst
ems
and
co
ntr
ol
(co
nti
nu
ed
fro
m T
erm
1)
6.1:
Mac
hin
es
and
m
ech
anic
al
adva
nta
ge
(co
nt.
)
Les
son
12
Act
ivit
y 29
Seq
uen
ce o
f m
anu
fact
ure
of
the
cran
e w
ith
its
elec
tro
mag
net
.
Flow
ch
art
An
exa
mp
le o
f a
flow
ch
art
127
D11
7
Les
son
13
Act
ivit
y 30
Mak
e an
ele
ctro
mag
net
.M
akin
gA
n e
xam
ple
of
an
el
ectr
om
agn
et
128
D11
7
Les
son
14
Act
ivit
y 31
Mak
e a
mo
del
cra
ne
wit
h a
cra
nk
and
pu
lley
syst
em
Mak
ing
An
exa
mp
le o
f
a cr
ane
129
D11
8
Les
son
15
Act
ivit
y 32
Act
ivit
y 33
Eval
uat
e a
pro
du
ctT
he
abov
e p
roce
ss is
d
evel
op
ed f
urt
her
.
Dev
elo
p a
ru
bri
c to
ev
alu
ate
the
mo
del
s of
th
e o
ther
tea
ms
Eval
uat
ion
ru
bri
cE
stab
lish
th
e cr
iter
ia f
or
pee
r as
sess
men
t
130
130
D11
8
Les
son
16
Act
ivit
y 3
4Ev
alu
ate
the
mo
del
s of
th
e o
ther
tea
ms.
Dev
elo
p a
str
ateg
y to
p
rese
nt
you
r m
od
el a
nd
p
lan
s to
th
e cl
ass
Team
ev
alu
atio
n
Pre
sen
tati
on
Co
nti
nu
e es
tab
lish
ing
cr
iter
ia f
or
pee
r as
sess
men
t
130
D11
9
Les
son
17
Act
ivit
y 35
Pre
sen
ts t
he
des
ign
sk
etch
es, w
ork
ing
d
raw
ing
s an
d f
un
ctio
nin
g
mo
del
to
th
e cl
ass
Pre
sen
tati
on
D
emo
nst
rati
on
Bri
efly
revi
se
the
crit
eria
fo
r g
rou
p
pre
sen
tati
on
s
130
D11
9
Les
son
18
Act
ivit
y 36
Exp
lain
th
e ro
le e
ach
m
emb
er p
laye
d
En
han
ce t
he
pre
sen
tati
on
usi
ng
vis
ual
ai
ds
Pre
sen
tati
on
Est
ablis
h t
he
role
s of
eac
h
lear
ner
131
D12
0
Technology_Grades 7_Senior Phase_TG_Gr7_Prelims.indd 17 2013/07/01 1:54 PM
Term
Stra
ndM
odul
eU
nit
Tim
e al
loca
tion
(w
eeks
&
hour
s)Le
sson
Act
ivit
ies
CAPS
con
tent
, co
ncep
ts a
nd s
kills
Ass
essm
ent
task
sRe
sour
ces
LB
page
TG
page
Mec
han
ical
sy
stem
s an
d c
on
tro
l (c
onti
nued
fr
om T
erm
1)
6: M
ech
anic
al
syst
ems
and
co
ntr
ol
(co
nti
nu
ed f
rom
Te
rm 1
)
6.1:
Mac
hin
es
and
mec
han
ical
ad
van
tag
e (c
on
t.)
Les
son
19
Act
ivit
y 37
Rev
isio
n o
f Te
rm 3
Rev
isio
n
acti
viti
esR
evis
ion
131
D12
0
Les
son
20
Act
ivit
y 38
Test
ing
all
know
led
ge
gai
ned
in T
erm
3S
um
mat
ive
asse
ssm
ent
Form
al
Ass
essm
ent
Task
: Tes
t
131
D12
0
4E
mer
gen
cy
situ
atio
ns
7: E
mer
gen
cy
situ
atio
ns
7.1:
Inve
stig
atio
n
skill
s1
wee
k(2
ho
urs
)L
esso
n 1
Act
ivit
y 1
Lea
rner
s in
vest
igat
e em
erg
ency
sit
uat
ion
s th
at c
an le
ad t
o p
eop
le
bec
om
ing
ref
ug
ees:
Fin
d o
ut
wh
at
situ
atio
ns
com
mo
nly
le
ad t
o p
eop
le
bec
om
ing
ref
ug
ees
Fin
d o
ut
the
init
ial
pro
ble
ms
that
are
fa
ced
by
refu
gee
s
Ass
essm
ent
of
iden
tifi
cati
on
of
dis
aste
rs in
th
e ta
ble
Pen
cil
Ad
dit
ion
al
exam
ple
s of
ref
ug
ee
situ
atio
ns
134
D12
4
Les
son
2A
ctiv
ity
2A
ctiv
ity
3W
hat
mix
of
peo
ple
are
u
sual
ly p
rese
nt
Wh
at a
re t
he
nee
ds
for
shel
ter?
Wh
at a
re t
hei
r n
eed
s fo
r fo
od
an
d w
ater
?
Pro
ble
ms
face
d b
y re
fug
ees
Co
nsi
der
th
e p
rob
lem
s fa
ced
by
ref
ug
ees
and
h
ow t
hey
live
136
138
D12
5
7.2
: Em
erg
ency
fo
od
2 w
eeks
(4 h
ou
rs)
Les
son
3A
ctiv
ity
4P
roce
ssin
g f
oo
d:
Em
erg
ency
fo
od
sIn
vest
igat
e ty
pe
of
foo
d t
hat
can
be
sup
plie
d t
o o
ccu
pan
ts
in a
ref
ug
ee c
amp
Gro
up
in
vest
igat
ive
task
Wo
rksh
eet
of f
oo
d f
or
refu
gee
sT
he
mea
ns
to
coo
k th
e m
eal
Eval
uat
ion
ru
bri
cC
oo
kin
g
ute
nsi
lsC
oo
kin
g
ing
red
ien
tsA
pro
n a
nd
cap
Dis
h c
loth
/ove
n
glo
ves
139/
14
0D
126
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Term
Stra
ndM
odul
eU
nit
Tim
e al
loca
tion
(w
eeks
&
hour
s)Le
sson
Act
ivit
ies
CAPS
con
tent
, co
ncep
ts a
nd s
kills
Ass
essm
ent
task
sRe
sour
ces
LB
page
TG
page
4E
mer
gen
cy
situ
atio
ns
7: E
mer
gen
cy
situ
atio
ns
7.2
: Em
erg
ency
fo
od
(co
nt.
)L
esso
n 4
Act
ivit
y 5
Wri
te a
des
ign
bri
ef
wit
h s
pec
ifica
tio
ns
Lis
t th
e in
gre
die
nts
of
a m
eal t
hat
will
be
nu
trit
iou
s as
wel
l as
tast
y an
d w
hic
h c
an
be
pre
pare
d u
nd
er
con
dit
ion
s lik
ely
to
be
fou
nd
in a
ref
ug
ee
cam
p
Dis
cuss
ion
In
div
idu
al
wri
tten
ac
tivi
ty
Co
nsi
der
p
ract
ical
mea
ls
that
ref
ug
ees
will
nee
d
140
/14
1D
129
Les
son
5A
ctiv
ity
6W
rite
dow
n t
he
seq
uen
ce o
fm
anu
fact
ure
fo
r th
e p
roce
ss o
f p
repa
rin
g
on
e it
em f
rom
th
e m
eal d
iscu
ssed
ab
ove
Pre
pare
a m
eal
Obs
erva
tio
n
of it
em
of m
eal
pre
pare
d
Co
nsi
der
th
e o
rder
in w
hic
h
the
stag
es o
f th
e m
eal w
ill b
e p
repa
red
141/
142
D13
0
Les
son
6A
ctiv
ity
7A
ctiv
ity
8Ev
alu
ate
the
mea
l in
ter
ms
of fl
avo
ur,
text
ure
an
d n
utr
itio
nal
va
lue
Teac
her
to
as
sess
mea
l p
repa
rati
on
P
eer
asse
ssm
ent
of m
eal
Foo
d f
or
the
mea
lR
ub
ric
for
eval
uat
ing
th
e m
eal
142
142
D13
1
Technology_Grades 7_Senior Phase_TG_Gr7_Prelims.indd 19 2013/07/01 1:54 PM
Term
Stra
ndM
odul
eU
nit
Tim
e al
loca
tion
(w
eeks
&
hour
s)Le
sson
Act
ivit
ies
CAPS
con
tent
, co
ncep
ts a
nd s
kills
Ass
essm
ent
task
sRe
sour
ces
LB
page
TG
page
4E
mer
gen
cy
situ
atio
ns
7: E
mer
gen
cy
situ
atio
ns
7.3
: Inv
esti
gat
e cl
oth
ing
wo
rn
by p
eop
le in
sp
ecia
lised
o
ccu
pati
on
s
5 w
eeks
(10
ho
urs
)L
esso
n 7
Act
ivit
y 9
Inve
stig
ate
dif
fere
nt
clo
thin
g w
orn
by
peo
ple
wo
rkin
g in
em
erg
ency
sit
uat
ion
s
Un
ifo
rms
app
rop
riat
e to
o
ccu
pati
on
s
Ad
dit
ion
al
exam
ple
s of
u
nif
orm
sA
dd
itio
nal
ex
amp
les
of
ind
igen
ou
s h
ou
ses
Pen
cil c
rayo
ns
or
koki
’s o
r w
ax
cray
on
sA
4 a
rt p
aper
Dif
fere
nt
typ
es
of t
exti
les:
cott
on
rayo
np
oly
este
rd
enim
A p
air
of la
rge
bra
ai t
on
gs
A c
and
le in
a
stab
le c
and
le
ho
lder
A la
rge
met
al
con
tain
er w
ith
w
ater
.D
enim
or
canv
as m
ater
ial
cut
into
eq
ual
si
ze p
iece
s an
dla
bel
led
Ch
emic
als:
wat
er b
ased
pa
int
oil
pain
tva
rnis
hsi
lico
ne
wo
od
glu
eca
nd
le w
axw
ax c
rayo
nA
larg
e co
nta
iner
wit
h
wat
erFo
od
co
lou
rin
g
143/
144
D13
2
Technology_Grades 7_Senior Phase_TG_Gr7_Prelims.indd 20 2013/07/01 1:54 PM
Term
Stra
ndM
odul
eU
nit
Tim
e al
loca
tion
(w
eeks
&
hour
s)Le
sson
Act
ivit
ies
CAPS
con
tent
, co
ncep
ts a
nd s
kills
Ass
essm
ent
task
sRe
sour
ces
LB
page
TG
page
4E
mer
gen
cy
situ
atio
ns
7: E
mer
gen
cy
situ
atio
ns
7.3
: Inv
esti
gat
e cl
oth
ing
wo
rn
by p
eop
le in
sp
ecia
lised
o
ccu
pati
on
s (c
on
t.)
Les
son
8A
ctiv
ity
10
Act
ivit
y 11
Lea
rner
s fi
nd
ou
t w
hat
te
xtile
s ar
e u
sed
to
m
ake
clo
thin
g w
orn
by
fire
fig
hte
rs
Co
mp
leti
on
of
cro
ssw
ord
p
uzz
le
Exa
mp
les
of
pro
tect
ive
clo
thin
g
146
/ 14
714
7
D13
3D
134
Les
son
9A
ctiv
ity
12B
uild
ing
mat
eria
ls
use
d b
y in
dig
eno
us
peo
ple
in r
ura
l So
uth
A
fric
a
Min
i-P
AT
Top
ic: B
ias
in
and
Impa
ct o
f Te
chn
olo
gy
Co
nte
xt:
Sh
elte
rs f
or
refu
gee
sC
on
ten
t:
Pro
per
ties
of
mat
eria
ls
Exa
mp
les
of b
uild
ing
m
ater
ials
148
/ 14
9D
135
Les
son
10
Act
ivit
y 13
Bu
ildin
g m
ater
ials
u
sed
by
mig
ran
t w
ork
ers
in in
form
al
sett
lem
ents
Sh
ort
q
ues
tio
ns
and
an
swer
s
Dis
cuss
ion
of
the
con
dit
ion
s in
info
rmal
se
ttle
men
ts
150
D13
6
Les
son
11
Act
ivit
y 14
Act
ivit
y 15
Ch
emic
als
use
d t
o
wat
erp
roof
tex
tile
sB
urn
ing
ch
arac
teri
stic
s of
tex
tile
s
Flam
mab
le
text
iles
Wat
erp
roof
ch
emic
als
Exa
mp
les
of
flam
mab
le
text
iles
151/
15
215
2
D13
6D
137
Les
son
12
Act
ivit
y 16
Des
ign
usi
ng
fre
e h
and
sk
etch
es o
f em
erg
ency
sh
elte
rs
Qu
esti
on
s an
d a
nsw
ers
Mat
eria
ls f
or
a sh
elte
r15
3D
137
Les
son
13
/14
Act
ivit
y 17
Wri
te a
des
ign
bri
ef
wit
h s
pec
ifica
tio
ns
for
a su
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A1SECTION A INTRODUCTION
Section A: Introduction
Curriculum and Assessment Policy Statement (CAPS) A3
Inclusivity A6
Time allocation per subject A10
Technology in the school curriculum A10
Requirements for Technology A15
A1
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A3SECTION A INTRODUCTION
Welcome to Technology Grade 7. This course includes a Learner’s Book and Teacher’s Guide that provide the core material you need to cover the content required by the Curriculum and Assessment Policy Statement for Grade 7 Technology.
In the Introduction (Section A) you will find information about the core features of the National Curriculum and detailed advice on the Technology subject in particular.
Assessment is covered in Section B and explains how and when assessment should be done. Section B also contains control tests with memoranda that can be used at the end of each term.
Section C (Planning) contains a detailed phase plan, teacher plan (work schedule) and an exemplar of a lesson plan. The answers to all activities can be found in Section D. These include rubrics and checklists for formal and informal assessment of prescribed practical work.
Section E contains photocopiable worksheets, activities, rubrics and an exemplar of a recording sheet to record marks, and in Section F you can file your copy of the Curriculum and Assessment Policy Statement. You can also file your own documents in this section.
As a teacher at the General Education and Training (GET) level, your two main resources are:• your expertise in the subject• your teaching experience – knowing how to help learners master
the skills and knowledge of this subject.
Curriculum and Assessment Policy Statement (CAPS)
The new Curriculum and Assessment Policy Statement (CAPS) makes two core demands on you as the teacher:• to follow a learning programme that enables learners to develop all
the skills, knowledge, values and attitudes relevant to Technology• to have a sound, up-to-date knowledge of the content and methods of
your subject, and a clear understanding of its social relevance, so that you can act as a guide, facilitator and subject expert in the classroom.
This textbook helps you to meet these demands in the following ways:• it provides a structure for your teaching programme for the year
and a teaching plan (work schedule) that is in line with the CAPS requirements
• it provides solutions to all the activities in the Learner’s Book • it explains all the assessment requirements of the curriculum and
provides practical activities with their rubrics and checklists that are required by CAPS
• it contains examples of generic rubrics, checklists and assessment sheets that you can use or adapt for your assessment work throughout the year.
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A4 SECTION A INTRODUCTION
General aims of the South African CurriculumThe National Curriculum Statement Grades R to 12 gives expression to knowledge, skills and values that are regarded to be worth learning. This statement will ensure that learners acquire and apply knowledge and skills in ways that are meaningful to their own lives. In this regard, the curriculum promotes the idea of grounding knowledge in local context, while being sensitive to global imperatives.
The purpose of the National Curriculum Statement Grades R to 12The National Curriculum Statement aims to:• equip learners, irrespective of their socio-economic background,
race, gender, physical ability or intellectual ability, with the knowledge, skills and values necessary for self-fulfilment and meaningful participation in society as citizens of a free country
• provide access to FET and higher education
The principles of the National Curriculum Statement Grades R to 12The principles of the National Curriculum Statement are:• social transformation• active and critical learning• high knowledge and high skills• progression• human rights, inclusivity, environmental and social justice• valuing indigenous knowledge systems• credibility, quality and efficiency.
These principles can be applied to your school context in the following way:
Social transformationWhat does this mean in your classroom? Your learners will come from families and communities that have been affected in diverse ways by South Africa’s past. They will have many different ideas about the kind of future career they want and the kind of society they want to live in. In the learning programme that you plan for the year, you need to provide opportunities for the learners to analyse, research and come to understand the role that this particular subject plays in shaping the kind of society we want to create in South Africa and in offering them possibilities for their future.
For example: Create opportunities for learners to research and discuss questions such as how many people in their families have studied Technology and to what levels? How does access to Technology Education relate to access to different kinds of employment? What factors influence people’s access to and success in the subject?
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A5SECTION A INTRODUCTION
Active and critical learningWhat does this mean in your classroom? Many of the laws and principles in Technology have been developed and formulated over centuries.
You need to explain the background of how these laws and principles were developed and the meaning and application of their formulation. Make the learners aware that technological knowledge is man-made solutions or ideas to solve problems.
For example: Ways of processing food is to make food last longer and can change as new technologies become available.
High knowledge and high skillsWhat does this mean in your classroom? You, as a subject expert, should inspire your learners with relevant knowledge and activities that will encourage them to want to explore Technology in depth. Encourage them to relate what they learn to their lives outside school and to possible future career paths. Strive to develop a high level of knowledge and skills in this subject in all your learners.
For example: Relate the study of particular Technology topics to future career paths such as electrical, chemical, and mechanical engineering, electrical and telecommunications technology. Where possible, create opportunities for learners to meet professional practitioners in these and other relevant fields. Set projects that challenge learners to apply their technology skills outside the school context. Inform them about what they can expect to learn if they follow these subjects in the FET and later on enrol for higher education in related technology subjects.
ProgressionWhat should this mean in your classroom? This Technology curriculum contains material at the appropriate level to meet the criteria required for Grade 7/8/9. If you plan a learning programme using this curriculum, you will ensure that your learners progress appropriately through the levels of knowledge and skills that the curriculum requires.
Human rights, inclusivity, environmental and social justiceWhat should this mean in your classroom? In all activities that you organise and facilitate, create opportunities to relate Technology to the broader social goal of promoting human rights, environmental justice and social justice. Take into account that some of your learners might grapple with issues such as poverty, language and disability in their daily lives. Encourage them to explore these issues in ways that relate to this subject.
For example: Identify a social issue of relevance in the learners’ community and help them research and design a technology solution to a community problem. This could relate to the availability of a bridge to cross a river or to design a two-way switch for a gate or a light in a passage.
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A6 SECTION A INTRODUCTION
Valuing indigenous knowledge systemsWhat should this mean in your classroom? This Technology curriculum contains material that draws on indigenous knowledge systems and encourages learners to take these systems into account in their research and practical work. You should also draw on the expertise in your subject that may be available in your local community. Compile information about individuals and organisations in your region that can support your classroom work by means of relevant indigenous knowledge to which they have access.
Encourage learners to recognise sources of relevant indigenous knowledge in their own communities, and to include these sources in their research and practical work.
For example: People from indigenous cultures have always found ways to preserve food.
Credibility, quality and efficiencyWhat should this mean in your classroom? The content of the Technology curriculum has been reviewed by experts in their fields of civil, electrical and mechanical engineers and covers all facets required to prepare learners to go on to FET.
Qualities and skills of learnersThe National Curriculum Statement aims to produce learners who are able to:• identify and solve problems and make decisions using critical and
creative thinking• work effectively as individuals and with others as members of
a team• organise and manage themselves and their activities responsibly
and effectively• collect, analyse, organise and critically evaluate information• communicate effectively using visual, symbolic and/or language
skills in various modes• use Science and Technology effectively and critically, showing
responsibility towards the environment and the health of others• demonstrate an understanding of the world as a set of related
systems by recognising that problem-solving contexts do not exist in isolation.
InclusivityInclusivity should become a central part of the organisation, planning and teaching at each school. This can only happen if all teachers have a sound understanding of how to recognise and address barriers to learning and how to plan for diversity. We have included some guidelines below on how teachers can achieve the above.
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A7SECTION A INTRODUCTION
Inclusive education and training should:• acknowledge that all children and youth can learn, and that all
children and youth need support• accept and respect the fact that all learners are different and have
different learning needs, which are equally valued• enable education structures, systems and learning methodologies
to meet the needs of the learner• acknowledge and respect differences in children, whether due to
age, gender, ethnicity, language, class, disability, HIV status, or any other reason
• maximise the participation of all learners in the culture and the curriculum of educational institutions and uncover and minimise barriers to learning.
What should this mean in your classroom? In this series of books the learners work together in groups and pairs, which gives them the opportunity to learn from each other, as well as at their own pace. The learning methodologies cater for learners with different learning abilities. Gender is also addressed as both boys and girls are able to participate in all the activities. Learners also have the opportunity to learn about diversity within the subject matter covered.
Learners with physical barriers can work in groups or with a partner so they can be assisted where necessary. The teacher must therefore group learners with disabilities together with learners with other disabilities or no disabilities so they can support each other.
Special needsIn many classrooms, learners with special needs require additional attention; some learners require very little attention while others need more extensive help. As a teacher, be especially sensitive towards these learners without drawing too much attention to the learners’ possible barriers to learning.
Discretely make the fellow learners aware of the need to treat each other with respect without exception. This vital life skill should be engrained in all young people so that it becomes part of their personalities for the rest of their lives. The information that follows will assist you in addressing some of these special needs in your classroom in an inclusive way. Be aware of these and other special needs of learners in your classroom.
Partial sight or blindness: For partially sighted learners who find it difficult to read text, you could enlarge the text by using a photocopy machine. Also, ensure that these learners sit in the middle at the front of the class so that their poor eyesight does not become a barrier to their learning.
Alternatively – and especially in group work – read the text aloud to these learners. Remind the learners to read loudly, clearly and slowly as partially sighted and blind learners rely heavily on their
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A8 SECTION A INTRODUCTION
memories. When doing experiments, these learners might not be able to see results. Train a few fellow learners with excellent social skills to convey results to their peers.
It is also a good idea to let these learners stay in the groups where there are learners you have trained specially to help their challenged classmates.
Hard of hearing: Once again, these learners should sit in the front of the class. When giving instructions, or when reading text to these learners, the speaker or reader should face the learner directly and speak loudly and clearly, but without exaggerating. Learners who are hard of hearing learn to lip-read very early in life.
Impaired social skills: The nature of these difficulties varies, but could, in some cases, become a serious barrier to learning.• Learners who are very shy or highly-strung might find class
presentation extremely stressful. Although you should encourage them to develop this life skill, remember that you can never change someone’s nature completely. Work gently with these learners – their shyness or nervousness may be the result of negative circumstances at home. Let them present their ‘class presentations’ in written form at first, and then move slowly as the year progresses, at first letting them present their work to one classmate only, then to a small group, and finally to the whole class.
• Children with ADS (Attention Deficit Syndrome, also known as ADD, Attention Deficit Disorder) will find it extremely difficult to work in groups or to sit still and concentrate for very long – in some cases having to listen for two minutes is too long. Learners with ADS could affect the class atmosphere and class discipline in a negative way, and although everyone will agree that the deficiency is no fault of their own, they should not be allowed to ruin their fellow learners’ education.
The school should have a policy that parents must inform the school confidentially if their child suffers from ADS. If learners have been diagnosed, they could be on medication. It is essential that teachers are informed; otherwise the learner could be branded as ‘extremely naughty’, which would be unfair and result in inappropriate handling. Teachers should be very careful not to judge a ‘naughty’ learner too soon. ADS is quite common, and in some cases may not have been diagnosed.
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A9SECTION A INTRODUCTION
Look out for a learner who:• finds it difficult or even impossible to concentrate• frequently interrupts the teacher with irrelevant or seemingly
‘stupid’ questions• fidgets all the time to the point of irritating peers• jumps up frequently and asks to go to the bathroom (or
somewhere else) at inappropriate times• shouts out answers or remarks when the class has been asked to
put up their hands• is unable to deal with group work or pair sessions – these periods
are interpreted as a ‘free for all’• shows signs of aggression when fairly disciplined• argues with the teacher when asked to keep quiet.
Please note that:• the disorder is more prolific among boys than among girls• diet could play a role in controlling the disorder – fast foods and
junk foods should be kept to a minimum.• Extreme poverty: This barrier to learning requires extreme
sensitivity from the teacher. If you know that there are one or more learners in your class who come from poverty-stricken backgrounds, you could handle the situation as follows:
Learners are often required to bring resources from home, especially in practical learning areas like Physical Sciences. Some learners may be unable to afford additional resource materials: magazines for research; rulers; calculators and mathematical sets. Keep a supply of these items in your classroom without informing your learners and unobtrusively give them to those learners you know have difficulty in acquiring them. Be careful not to encourage ‘forgetters’ to make use of this offer! You could ask community groups in your area, such as churches, to provide support in collecting supplies of materials for you to keep in your classroom.
The key to managing inclusivity is ensuring that barriers are identified and addressed by all the relevant support structures within the school community, including teachers, District-based Support Teams, Institutional-Level Support Teams, parents and Special Schools as resource centres. To address barriers in the classroom, teachers should use various curriculum differentiation strategies such as those included in the Department of Basic Education’s Guidelines for Inclusive Teaching and Learning (2010).
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A10 SECTION A INTRODUCTION
Time allocationThe instructional time in Grade 7 is shown in the table:
SUBJECT HOURS
Home Language 5
First Additional Language 4
Mathematics 4,5
Natural Sciences 3
Social Sciences 3
Technology 2
Economic Management Science 2
Life Orientation 2
Arts and Culture 2
TOTAL 27,5
The allocated time per week may only be used for the minimum required NCS subjects as specified above. Should a learner wish to take additional subjects, these will have to be done outside this time.
Technology in the school curriculum PurposeTechnology education was introduced into the South African curriculum in recognition of the need to produce engineers, technicians and artisans needed in modern society and the need to develop a technologically literate population for the modern world. The subject stimulates learners to be innovative and develops their creative and critical thinking skills. It teaches them to manage time and material resources effectively, provides opportunities for collaborative learning and nurtures teamwork. These skills provide a solid foundation for several FET subjects as well as for the world of work.
In the educational context, Technology can be defined as:The use of knowledge, skills, values and resources to meet people’s needs and wants by developing practical solutions to problems, taking social and environmental factors into consideration
Specific aimsTechnology as a subject contributes towards learners’ technological literacy by giving them opportunities to:• develop and apply specific design skills to solve technological
problems• understand the concepts and knowledge used in Technology
education and use them responsibly and purposefully• appreciate the interaction between people’s values and attitudes,
technology, society and the environment.
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A11SECTION A INTRODUCTION
The intention is to introduce learners to the basics needed in Civil Technology, Mechanical Technology, Electrical Technology and Engineering Graphics and Design. Additionally, learners gain an idea of the way engineers apply scientific principles to practical problems. In addition, evaluation skills will be fostered and the introduction of product design and production will be useful in other FET subjects that use these skills – such as Consumer Studies and Design.
It is expected that Technology education will provide learners with some experience to help them to make career-oriented subject choices at the end of Grade 9.
Unique features and scope
Key issues to teach:1. Problem solving using the design process2. Practical skills3. Knowledge and application of knowledge.
Technology will give learners the opportunity to learn:
• To solve problems in creative ways;• To use authentic contexts rooted in real situations outside the
classroom;• To combine thinking and doing in a way that links abstract
concepts to concrete understanding;• To evaluate existing products and processes; and to evaluate their
own products;• To use and engage with knowledge in a purposeful way;• To deal with inclusivity, human rights, social and environmental
issues in their tasks;• To use a variety of life skills in authentic contexts (such as decision
making, critical and creative thinking, cooperation, problem solving and needs identification) while creating positive attitudes, perceptions and aspirations towards technology-based careers.
• To work collaboratively with others through practical projects using a variety of technological skills (investigating, designing, making, evaluating and communicating) that suit different learning styles.
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A12 SECTION A INTRODUCTION
Topics and core content areas in Technology The table below indicates the main focus areas in the Technology curriculum:1. The design process skills (non-linear)
• Investigation skills• Design skills• Making skills• Evaluation skills• Communication skills
2. Structures
3. Processing of materials
4. Mechanical systems and control
5. Electrical systems and control
6. Technology, society and the evironment• Indigenous technology• Impact of technology• Bias in technology
There are four core content areas in Technology in Grades 7. These are:
Structures Processing Mechanical systems and
control
Electrical systems and
control
NB: All electric circuits must be battery powered in the GET Band – Max 9V dc
These four content areas form the basis of the four strands which must be done each year in every grade. Where possible in the senior phase, the learner should engage in projects that integrate processing, structures and systems and control. The recommended approach will be to introduce the required knowledge followed by practical work in which the knowledge is applied. In all cases, the teaching will be structured using the Design Process as the backbone for the methodology. Some of these elements will be assessed formally each term. As learning progresses, learners must be made aware of the interrelationship between technology, society and the environment. Wherever applicable, learners should be made aware of different coexisting knowledge systems. They should learn how indigenous cultures have used specific materials and processes to satisfy needs, and become aware of indigenous intellectual property rights. Learners should be able to consider the impact of technology, both positive and negative, on people’s lives. Learners should be made aware of bias in technology and be able to express opinions that explain how certain groups within society might be favoured or disadvantaged by products of technology.
The importance of design in Technology Education No product has ever been manufactured that did not undergo development through design. Technology education is an introduction to a range of careers that work in similar ways. All tend to use the
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A13SECTION A INTRODUCTION
design process as they develop solutions to problems, needs or wants. The country needs informed, critical consumers and producers of knowledge.
A key element to teach is the ability to design. With many similar products on the market, design excellence is a
key element in attracting consumers.
Examples of careers that use design:Civil engineering – designing a
bridgeArchtecture – designing a houseTextile design – developing a
textile for a specific purposeElectrician – designing the
electrical wiring for a lamp
Dietician – designing a diet to combat malnutrition and obesity
Mechanical engineering – designing a support system for the roof of a stadium
Designers need to have...• an understanding of the problem, need or opportunity;• knowledge of the design process;• knowledge of types and properties of suitable materials, and how
to use them optimally;• the ability to calculate the quantities and costs of the materials
needed;• knowledge of the conventions/building codes;• an ability to sketch initial ideas on paper;• the ability to draw working drawings in sufficient detail for the
task;• the practical skills required to create a solution;• the ability to work safely using appropriate tools;• the ability to adhere to health precautions;• the ability to present the solution effectively to the client/
customer.
Learners need to work collaboratively with others, doing practical projects using a variety of technological skills (investigating, designing, making, evaluating and communicating) to suit different learning styles.
Teaching methodology (how tasks will be approached)
NB: As learners progress through a task, they must be taught the associated knowledge and the skills needed to design and create a solution.
Knowledge is important BUT the learners must show that they can use the knowledge, and not just memorise it.
The Design Process (Investigate, Design, Make, Evaluate, Communicate – IDMEC) forms the backbone of the subject and should be used to structure the delivery of all learning aims. Learners should be exposed to a problem, need or opportunity as a starting
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A14 SECTION A INTRODUCTION
point. They should then engage in a systematic process that allows them to develop solutions that solve problems, rectify design issues and satisfy needs. Investigation in this subject involves finding out about contexts and needs, investigating or evaluating existing products in relation to key design aspects and performing practical tests to develop understanding of particular aspects of the content areas or determining a product’s fitness-for-purpose. While investigating, learners should be provided with opportunities to explore values and attitudes and develop informed opinions that can help them to make compromises and value judgements. Investigation can happen at any point in the Design Process. It should not be seen as something that must be completed before design begins.
Designing, making and evaluating. These skills should not be seen as separate – they are interrelated.
Evaluation skills, for example, are used to choose ideas. At this level, learners should be introduced to key aspects of design. These should be used to evaluate both existing and designed products against predetermined criteria.
When making, learners should be encouraged to continue to reflect on their progress against these criteria and to modify their solutions based on problems encountered.
As learners progress they should be able to demonstrate increasing accuracy and skill, better organisation and safer working practices.
Criteria for teaching and assessing design features:• Originality and aesthetics• Value for money/cost effectiveness• Fit-for-purpose and suitability of materials• Ease of manufacture• Safety and ergonomics• Environmental impact• Bias towards or against a group
Communication should also be seen as integral to the overall process. Learners should be recording and presenting progress in written and graphical forms on an on-going basis. Their presentations should show increasing use of media, levels of formality and conventions as they progress through the phase.
Technology develops valuable problem-solving skills that will benefit every learner in many life contexts.
Note on drawing: the Grade 9 learner must be able to identify and explain a problem, need or opportunity from a given real-life context.
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A15SECTION A INTRODUCTION
In Grades 7–9 Technology, drawing is separated into three fields:• freehand sketches in the design stage• working drawings in the making stage, using formal draughting
techniques in line with conventions• artistic impressions in the communication stage, using artistic
techniques including perspective, texture rendering, shading, colours and shadows in order to advertise the product to potential users.
NB: Perspective drawing here is purely artistic and has no link to the method of linking the perspective to the working drawing, using formal construction lines. In Technology, learners draw both technical AND artistic graphics.
Time allocation for Technology The teaching time for Technology is two (2) hours per week. As this subject involves practical work, 60 minutes of the two hours should be one continuous period for practical work, e.g. one double period comprising two periods of 30 minutes.
Schools using alternative period lengths, or a cycle system, must ensure that all subjects get their correct time allocation and that sufficient time is allocated for practical sessions.
Requirements for Technology 1. Each learner must have:
• An approved textbook.• A 72-page A4 exercise book. (In secondary schools learners
may require two books per year.)• Stationery, including basic mathematical set (drawing
instruments), pencil, eraser, ruler and set squares.2. A designated teaching venue with a Technology teacher.3. Technology rooms must be secure, with doors that lock, and
with burglar-proofing if possible. Enough cupboards should be available to store and lock away all resources.
4. It is the responsibility of the school to provide each learner with the minimum tools and material to meet the needs of the subject (see Annexure B for possible tools and resources) and to develop the teacher’s appropriate knowledge and skills.
5. Enabling tasks: Activities used to teach and then practise specific skills in preparation for a more advanced task – sometimes also called resource tasks. These tasks are assessed informally.
6. Mini-PAT: A short Practical Assessment Task which makes up the main formal assessment of a learner’s skills and knowledge application during each term. It may be an assignment covering aspects of the design process, or it may be a full capability task covering all aspects of the design process (IDMEC).
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A16 SECTION A INTRODUCTION
Note: The curriculum for Grade 7 has been described very specifically to ensure that all these learners cover the same work in all schools across the country before graduating to secondary schools. Some limited variations will be developed by the various textbook authors.
The curriculum for Grade 8 has some sections described fairly specifically while other sections give a lot of freedom for the innovation expected from textbook authors.
The Grade 9 learners have to be able to “identify a problem, need or opportunity” in a given context. Consequently the curriculum for Grade 9 is non-specific and textbook authors have free reign to develop ideas that suit the given content.
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1
Section B: Planning
B1
Teacher plan B3
Lesson preparation B3
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B3SECTION B PLANNING
Planning Teachers are involved in different levels of planning for each subject. These different levels of planning make up the learning programme for that subject.
A learning programme consists of a subject framework, work schedules and lesson preparations.
Teacher plan (work schedule)The teacher plan specifies the scope of learning and assessment for the three grades in a phase of the GET band. An overview of the knowledge areas and topics for Technology in the GET phase appears on pages iv–xi of this Teacher’s Guide.
The Curriculum and Assessment Policy Statement (CAPS) specifies the core knowledge and concepts to be covered during the GET phase, as well as the amount of time in hours and weeks to be devoted to each topic.
Lesson preparationA lesson preparation is a more detailed plan for a particular section of work, a period of time during the year or a particular lesson. It describes what learning is going to take place, and how it will take place. In addition to the information in the work schedule, it explains how the activities and assessment will take place as well as the use of resources. The lesson preparation also refers to prior and future learning.
You will need to carry out your own lesson preparation for your class.
Your lesson preparation will indicate when and how you will introduce each activity, each section of new knowledge, each assessment activity, and so on, using and expanding the information from the work schedule. We have included a blank lesson preparation form in Section E: Photocopiable resources, and an example of a completed lesson preparation in this section, to help you with your planning.
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B4 SECTION B PLANNING
Exemplar of Lesson Plan Grade 7
Term 4: Week 2 – Lesson 3 and 4Teacher’s name:
Grade: 7 Time: 2 hour Date:
Focus: Processing – Investigation and design skills
Content, concepts and skills: Processing food – emergency foodDesign brief: learners write a design brief giving specifications of the types and quantities of food needed for a population of 100 refugees.
Design: List the ingredients of a meal that will be nutritious as well as tasty, and which can be prepared under conditions likely to be found in a refugee camp.
Prior knowledge: Investigation skills• Learners investigate emergency situations that can lead to refugees.• Find out what situations commonly result in people becoming refugees.• Find out what initial problems are typically faced by refugees:
— What mix of people will usually be present? — What are their needs for shelter? (Shelter will be addressed in the mini-PAT)
— What are their needs for food and water?
Next week:Making skills – Write down the sequence of manufacture for the process of preparing one item from the meal described above.• Learners prepare the
item selected above. • Learners evaluate the
item in terms of flavour, texture and nutritional value.
Teacher’s activities:Explain that humans have basic needs of which one is food.Learners investigate the types of food that can be used for the refugee camp that is easily available in their community.Why do we need to use processed food?Explain the conditions in a refugee camp.Class discussions – Factors that need to be considered when feeding the refugees.
Learners’ activities:Activity 4
Activity 5
Resources:Pictures or examples of emergency and processed food.If possible pictures or articles of refugee camps.
Planned Assessment:Informal Assessment of activity 4 and 5.This Informal Assessment gives the learners skills and leads up to the Formal Assessment
Inclusive teaching and learning: (Barriers, remedial and extension activities)Be sensitive to learners coming from poor communities where food can be a scarce commodity.
Teacher reflection:
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B5SECTION B PLANNING
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A1SECTION A INTRODUCTION
Section C: Assessment
Informal or daily assessment C3
Using group and pair work C4
Formal assessment C6
Assessment tools C10
Programme of Formal Assessment C11
C1
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Assessment Assessment is a continuous planned process of identifying, gathering and interpreting information about the performance of learners, using various forms of assessment. It involves four steps:
1. Generating and collecting evidence of achievement.2. Evaluating this evidence.3. Recording the findings.4. Using this information to understand and thereby assist the
learner’s development in order to improve the process of learning and teaching.
Assessment should be both informal (assessment for learning) and formal (assessment of learning). In both cases regular feedback should be provided to learners to enhance the learning experience.
Assessment is a process that measures individual learners’ attainment of knowledge (content, concepts and skills) in a subject by collecting, analysing and interpreting the data and information obtained from this process to:• enable the teacher to make reliable judgements about a learner’s
progress• inform learners about their strengths, weaknesses and progress• assist teachers, parents and other stakeholders in making decisions
about the learning process and the progress of the learners.
Assessment should be mapped against the content, concepts, skills and aims specified for Technology and in both informal and formal assessments it is important to ensure that in the course of a school year:• all of the subject content is covered• the full range of skills is included• a variety of different forms of assessment are used.
Informal or daily assessmentAssessment for learning has the purpose of continuously collecting information on learners’ achievements that can be used to improve their learning. Informal assessment is a daily monitoring of the learners’ progress.
This is done through observations, discussions, practical demonstrations, learner–teacher conferences, informal classroom interactions, etc. Informal assessment may be as simple as stopping during the lesson to observe learners or to discuss with learners how learning is progressing. Use informal assessment to provide feedback to the learners and to inform planning for teaching. Do not view informal assessment as separate from learning activities taking place in the classroom. The results of the informal daily assessment tasks are not formally recorded unless the teacher wishes to do so. Learners or teachers can mark informal assessment tasks. Self assessment and peer assessment actively involves learners in assessment.
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This is important as it allows learners to learn from and reflect on their own performance. Informal assessment also helps learners to take responsibility for their own learning and for the learning of their peers. In this way they develop a sense of self-discipline and commitment to each other’s wellbeing.
The results of daily assessment tasks are not taken into account for promotional and certificate purposes. Use informal, on-going assessments to structure the acquisition of knowledge and skills and as a precursor to formal tasks in the Programme of Assessment.
Using group and pair workMany teachers in South Africa work in overcrowded classrooms, which makes learning difficult. You can overcome some of these problems by getting a class to work in groups. Practical work is normally done in groups, while many activities lend themselves to work in pairs. Smaller groups are easier to handle and learners will also start to feel more positive about themselves.
Teamwork is an important aspect of learning skills and constructing knowledge. Sharing the workload and being aware of personal contributions to the community is important for every learner. In a group, the different roles and responsibilities people take on are essential to the success of the activity. At the GET level, learners should already become aware of the roles and responsibilities that are likely to be combined in ‘professional’ teams working in your particular subject areas in the real working world.
Setting upCertain learning tasks are better approached through a whole class session; others lend themselves to group work. Working in pairs and in groups of three to six learners, learners have a chance to express themselves more often than when they are part of a class of forty or more. They learn to work in a team, helping each other freely when their knowledge or skill is strong, and being helped when it is weak. Some learners might be too shy to ask a question in front of a whole class, but feel at ease asking a small group of friends.
Group workThere are many ways of organising learners into groups. Here are some ideas:• Language groups: If you have learners with different home
languages, you can put the speakers of each language into their own language group. Same-language groups enable all the learners to develop their understanding of a new concept in their own language. At other times you can create mixed language groups. Learners working in their second language or third language can be helped with translation and have a greater chance to contribute than they would in a large class.
• Ability groups: There are times when it is useful to divide learners into groups according to how well they achieve in the learning
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area. The top achievers in the class are grouped together, the average learners form a group, and the slowest learners are grouped together. Top achievers can do enrichment activities while you attend to the slower learners.
• Remediation groups: When you have finished assessing some aspects of the learners’ work, you may often find a few learners from different groups with the same problem. There may be a new concept they haven’t quite grasped, or a few learners may have been absent at the same time while you were dealing with new work. You can then group them together temporarily while you help them sort out the problem.
• Mixed-ability groups: These groups work well on their own while you circulate between them. Vary the members of these groups so that learners have experience in working with different classmates. For instance, new groups can be formed each time a new unit of work is started.
Guidelines for using group work
• When planning group work, you should decide on the composition of each group and not always leave it to learners to cluster together with those they work with most easily.
• Divide tasks fairly among the members of each group and each member must understand his role.
• Give the learners clear and concise instructions.• Define the work to be done clearly so that the group can go ahead
without constantly referring to you.• Learners must be settled and attentive when instructions are
given.• You must monitor progress at all times and should take into
consideration not only the end result, but also focus attention on how the group has interacted and progressed through each step. This will be possible if you circulate amongst the groups and give information and guidance where and when it is required.
• Allow time for feedback so that learners have an opportunity to present evidence of their progress at the end of a session.
• Regular reminders of time limits and what progress should have been made at a particular stage are valuable when facilitating group work.
• Place groups as far apart as possible so that they enjoy a sense of privacy. Allow a certain amount of interaction as this often assists learners in solving problems or coping with complex areas.
Pair workPair work is easier to control than group work, particularly in large classes where it is difficult to re-arrange the seating. It is a very useful strategy for task-based teaching as it frees the teacher to be a facilitator, support guide and evaluator.
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Pair work also allows for differentiation: pairs that work faster can be given extra tasks; some pairs can be given more challenging tasks; in mixed ability pairing, one partner can assist the other.
Solving problems related to pair and group work
• Noise can become a problem. Differentiate between ‘good learning noise’ and ‘disruptive chatter’. Firmly remind learners that they might be disturbing neighbouring classes and that they should keep their voices down.
• Certain learners dominate a group, while others are idle and not actively involved. Each individual must understand his or her role or task, which should be constantly monitored. Use the report-back to assess each learner’s involvement and progress.
• Learners may not like the partners they are paired or grouped with. There is no quick-fix solution to this problem. You must, however, use your knowledge of the learners and avoid grouping personalities or characters that are likely to clash.
Formal assessmentAll assessment tasks that make up the formal programme of assessment for the year are regarded as formal assessment. Formal assessment tasks are marked and formally recorded by the teacher for progression and certification purposes. All formal assessment tasks are subject to moderation for the purpose of quality assurance and to ensure that appropriate standards are maintained.
Formal assessment provides teachers with a systematic way of evaluating how well learners are progressing in a grade and in a particular subject.
Examples of formal assessments include tests, examinations, practical tasks, projects, oral presentations, demonstrations and performances.
The formal assessment requirements for Technology are as follows:• Formal assessment for Technology will consist of the mini-
Practical Assessment Tasks and pen and paper tests or examinations.
• At least 40 out of the 70 mini-PAT marks per term must be attributed to Practical work.
• Tasks done by learners for formal assessment purposes should be monitored by teachers at all times.
• Work done “off-campus” outside the direct control of the teacher should normally not form part of the formal assessment record.
• The end of year promotion mark will comprise 40% SBA and 60% (mini-PAT 20% examination 40%) end of year examination:
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Table 1: Formal Assessment in Technology – Grade 7
INFORMAL DAILY
ASSESSMENT
FORMAL ASSESSMENT: TERM MARKS
Practical Task and Theory Test/Examination TOTAL
Enabling Tasks
Mini-PAT Term Test/Examination Term Mark
Term 1
0%
70% 30% 100%
Term 2 70% 30% 100%
Term 3 70% 30% 100%
Term 4 70 marks = 100% No Test 100%
Promotion Mark
CASS Component: 40% Final Examination Component: 60%
PromotionContinous Assessment:Test and Mini-PATs 40
Combined Mini-PAT: 20 Examination40
Term 1 + Term 2 + Term 3 + Term 4
T1 + T2 + T3 + T4
40 100
10 + 10 + 10 + 10 5 + 5 + 5 + 5
This breakdown is in line with the FET practical subjects where the PAT mark is included as part of the final examination component. In FET, the PAT mark contributes 1 _ 3 of the final exam mark, i.e. 25 out of 75.
The above breakdown ensures that Technology in the GET band retains its focus on practical aspects. However, since GET Technology is not specialising as happens in FET, there are four mini-PATs that need to be added together in equal portions to provide the practical examination component. As with the FET practical subjects, the combined mini-PAT marks contribute 1 _ 3 to the final exam mark, i.e. 20 out of 60.
The forms of assessment used should vary and be age- and developmental level–appropriate. The design of these tasks should cover the content of the subject and should include a variety of tasks designed to achieve the theoretical and practical objectives of the subject.
Formal assessment tasks form part of a year-long formal Programme of Assessment in each grade and subject, and should be adapted to meet the needs of inclusivity where necessary.
Control tests and examinationsControl tests and examinations are written under controlled conditions within a specified period of time. Questions in tests and examinations should assess performance at different cognitive levels with an emphasis on process skills, critical thinking, scientific reasoning and strategies to investigate and solve problems in a variety of scientific, technological, environmental and everyday contexts. Examinations papers and control tests in Technology Grade 7 should adhere to the weighting of cognitive levels given in the table below. A detailed description of the cognitive levels follows on page B14.
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RECALL UNDERSTANDING APPLICATION ANALYSE SYNTHESISEEVALUATE
ROUTINE DIAGNOSTIC STRATEGIC INTERPRET CREATE
Low Order Middle Order Higher Order
30% 40% 30%
Mini-Practical Assessment Task (Mini-PAT)Definition: a set of short practical assessment tasks which make up the main formal assessment of a learner’s skills and application of knowledge during each term. It may be an assignment covering aspects of the design process, or it may be a full capability task covering all aspects of the design process (IDMEC). It is composed of a variety of forms of assessment suited to the range of activities that make up a mini-PAT.Purpose: a mini-PAT is intended to formalise the practical component of Technology contextualised within a knowledge focus. Practical activities should make up at least 40% of a Mini-PAT’s mark allocation.• The mini-Practical Assessment Task is designed to give learners the
opportunity to develop and demonstrate their levels of ability (i.e. capability) as they progress through the task’s activities.
• Each mini-PAT focuses primarily on one of the knowledge foci of Technology (viz. structures, mechanical systems and control, electrical/electronic systems and control and processing), but may be integrated and may target more than one knowledge focus.
• These tasks are structured according to the design process:
Investigate – Design – Make – Evaluate – Communicate.
NB: This is NOT a LINEAR process happening in a fixed sequence.
• Assessment in a mini-PAT need not cover all aspects of the design process each term.
• A mini-PAT is an extended formal assessment task and must be planned with other school activities.
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The table below provides a guide for the mini–PAT per term per grade:
TERM 1 TERM 2 TERM 3Capability task
TERM 4
GRADE 7 • Mini-PAT:Mechanical systems and controlDesign + Make
• Mini-PAT:StructuresInvestigate + Design + Make
• Mini-PAT:Electrical/Structures/MechanismsInvestigate + Design + Make + Evaluate + Communicate
• Mini-PAT:ProcessingDesign + Make
• A learner must present the full design process once as a mini-Practical Assessment Task in term 3 of each grade. This meets the requirement of one project per subject per annum.
• The preferred tool to be used to assess learner performance in a mini-Practical Assessment Task is an analytical rubric (refer to page E3).
• Teachers will assess skills and values using analytical rubrics which should have clear descriptors for each level. This means that a descriptor should say why an achievement is deemed to be, say, ‘meritorious’ or ‘elementary’.
• Schools must take responsibility for providing resources (both tools and materials) needed during the mini-PAT.
• Learners must complete the mini-PATs for formal assessment under teacher supervision.
• Teachers will assess the mini-PATs formally.
Tests
• A standardised Test makes up 30% of each term’s assessment. • A test for formal assessment should cover a substantial amount of skills
and content and should be set as follows: Grade 7: 45 minutes• The mark for tests is not prescribed but should be determined by
the teacher taking into account the volume of the content covered and the time available. Testing in Technology will be limited to ONE test each in terms 1, 2 and 3. This may take place either just before or just after the mini-PAT, and must be planned in the school assessment programme.
Mini-PAT
• The Mini-PAT makes up 70% of each term’s assessment. Practical work must make up more than half of the marks.
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Examinations
• All examinations must include questions that integrate knowledge and values with design process skills.
• In Technology the final end of year exam comprises 60% of the learners’ promotion mark and should be set out as follows:
Grade Time allocation Mark weighting
7 60 minutes 60 marks
8 90 minutes 100 marks
9 120 minutes 120 marks
• The content assessed at the end of the year is based on the year’s work as specified in the CAPS document for the grade. However, prior knowledge from a previous grade may be necessary to interpret and answer some of the questions in the higher grade.
Type of questions for Pen and Paper test
• The value of memorising by rote learning has little weight in a subject requiring innovation, creativity and problem-solving skills. The ability to think laterally and to develop original and appropriate solutions is a key element in learning Technology.
• Learners should be able to investigate using a variety of sources, demonstrate their ability to draw in a specific style, write a design brief, give specifications and constraints, select appropriate materials for a model, plan the sequence of manufacture of a product, evaluate a design objectively, analyse a system using systems diagrams and communicate their solutions using a range of techniques.
• Questions that integrate knowledge, skills and value have more value in technology than a mere recall of knowledge facts.
The use of Case Studies
• Case Studies are used to bring reality into the classroom. • The intention should be to show learners that Technology is a
subject that is close to the way the world works. • Case studies can be used both to develop and to assess a
technological skill (drawing for example), knowledge concepts, and values.
Assessment toolsChecklistsChecklists consist of separate statements describing how the teacher can expect the learners to perform in a particular task. These statements are the criteria that the learners must meet to succeed. You need to observe that the learner has satisfied each statement on the list by doing what it describes.
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RubricsRubrics are a combination of rating codes and descriptions of standards –that is what the learner must do, the level of competence, and so on – to be rated with a particular code. The rubric describes the range of acceptable performance in each band of the rating scale. Rubrics require teachers to know exactly what the learner must achieve – the level of competence, and so on – to meet the particular outcome being assessed.
To design a rubric, you need to decide on the following:• What is the outcome that you are aiming at?• What kind of evidence should be collected?• What are the different parts of the performance that will be
assessed?• What different assessment instruments best suit each part of
the task?• What knowledge should the learners demonstrate?• What skills should learners apply or what actions should
they take?
It is crucial that you share the criteria in the rubric for the task with the learners before they do the required task. The rubric clarifies both what the learners should do and what they should be learning as they carry out the task. It becomes a powerful tool for self-assessment.
When the learners have completed the task and you are assessing their performance, you need to be sure that:• each learner is assessed only once for each criterion within the
rubric• you add comprehensive comments where necessary for later
moderation purposes.
Rubrics and checklists in TechnologyThe generic rubrics and checklists are in Section E: Photocopiable resources. Modify them for your needs and use them as a guideline to help you develop rubrics specifically for your activities and projects.
Programme of Formal AssessmentThe Programme of Formal Assessment is designed to spread formal assessment tasks in all subjects in a school throughout a term and for the whole year. In addition to daily assessment (informal assessment), teachers should develop a year-long formal Programme of Assessment for Grade 7.
The learner’s performance in this Programme of Formal Assessment will be used for promotion purposes to Grade 7.
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Assessment is school-based.The marks achieved in each of the assessment tasks that make up
the Programme of Formal Assessment must be reported to parents. The table illustrates an assessment plan and weighting of tasks in the Programme of Formal Assessment in Technology Grade 7.
End-of-year examinationThe end-of-year examination papers for Grade 7 will be internally set, marked and moderated, unless otherwise instructed by provincial Departments of Education. The internally set, marked and moderated examination will consist of two papers. The table below shows the weighting of questions across cognitive levels and the specification and suggested weighting of the content for Grade 7 end-of-year examinations across two papers.
Table 3: Content weighting for tests and examinations: Grade 7
Investigate, design, make, evaluate and communicate
Design Process Skills:
Structures, Processing, Mechanical and Electrical/
Electronic Systems and Control
Knowledge:
(Technology, Society and the Environment)
Indigenous/Impact/Bias
Values and Attitudes:
50% 30% 20%
NB: The above weighting for assessment should guide the approach to teaching in Technology. Most of the knowledge will be acquired purposefully during the development of design process skills. For example, learners will investigate required knowledge aspects, and will evaluate the possible impact on society or the environment.
Recording and reportingRecording is a process in which the teacher documents the level of a learner’s performance in a specific assessment task. It indicates learner progress towards the achievement of the knowledge and skills as prescribed in the Curriculum and Assessment Policy Statements. Records of learner performance should provide evidence of the learners’ conceptual progression within a grade and their readiness to progress or be promoted to the next grade. Records of learner performance should also be used to verify the progress made by teachers and learners in the teaching and learning process.
Reporting is a process of communicating learner performance to learners, parents, schools and other stakeholders. Learner performance can be reported in a number of ways. These include report cards,
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parents’ meetings, school visitation days, parent-teacher conferences, phone calls, letters, class or school newsletters, etc. Teachers in all grades report in percentages for the subject. The various achievement levels and their corresponding percentage bands are shown in the table below.
CODES AND PERCENTAGES FOR RECORDING AND REPORTING
RATING CODE DESCRIPTION OF COMPETENCE PERCENTAGE
7 Oustanding achievement 80—100
6 Meritorious achievement 70—79
5 Substantial achievement 60—69
4 Adequate achievement 50—59
3 Moderate achievement 40—49
2 Elementary achievement 30—39
1 Not achieved 0—29
Note: The seven point scale should have clear descriptions that give detailed information for each level. Teachers will record actual marks for the task by using a record sheet and report percentages for the subject on the learner’s report card.
Moderation of assessmentModeration refers to the process that ensures that the assessment tasks are fair, valid and reliable. Moderation should be implemented at school, district, provincial and national levels. Comprehensive and appropriate moderation practices must be in place for the quality assurance of all subject assessments. All Grade 7 tasks are internally moderated. The subject head or head of department for Technology at the school will generally manage this process.
Assessment taxonomyThe next table provides a possible hierarchy of cognitive levels that the teacher can use to ensure tasks include opportunities for learners to achieve at various levels and tools for assessing the learners at various levels.
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The next table gives more information that can be used as a guide when setting papers.
Knowledge Recall
Understand Apply Evaluating Analyzing Synthesising
30% 40% 30%
LOW MIDDLE HIGH
CountDefineIdentifyLabelListMatchNameOutlinePoint outQuoteReciteRepeatReproduceSelectStateTrace
ClassifyCompareConvertDiscussDistinguishDefineDescribeEstimateExplainGeneraliseGive examplesIllustrateInferInterpretMatchParaphrasePlanRestateRearrange RewriteSelectSummariseTranslate
ChangeComputeConstructDemonstrateDrawIllustratePredictRelateSolveUse
BreakdownDifferentiateDiscriminateInvestigateRelateSeparate
ArrangeCombineCompileConstructCreateDesignFormulateGeneraliseGenerateGroupIntegrateOrganizeSummarise
AppraiseConcludeContrastCritiqueCriticizedecideevaluateGradeJustifyInterpretSupportRecommend
Summary of assessment
toolsrubrics
checklist
observation schedules
methodteacher
group
peer self
project
practical investigation
research
assessment
marking memoranda
oral presentation demonstration
test
examinationtypes
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Introduction
Personal and social well-being lessons page XXX
Physical education lessons page XXX
Creative arts: Performing arts pages XXX
Creative arts: Visual arts pages XXX
1D1
Section D: Teaching GuidelinesTERM 1Module 1: Design process skills Unit 1.1 Introduction ............................................................................................... D5 Unit 1.2 Design considerations .......................................................................... D6Module 2: Communication skills Unit 2.1 Introduction to graphical communication .......................................D14 Unit 2.2 Graphic techniques ..............................................................................D30Module 3: Mechanical systems and control Unit 3.1 Simple mechanisms .............................................................................D35 Formal Assessment Task: Mini-PAT 1 – Module: Mechanical systems
and control ............................................................................................................D44 Context: Jaws-of-life rescue system; Content: Levers, linkages,
hydraulics and pneumatics Formal Assessment Task: test ......................................................................D54
TERM 2Module 4: Structures Unit 4.1 Introduction to structures ..................................................................D66 Unit 4.2 Frame structures .................................................................................D68 Unit 4.3 Investigate structures ......................................................................... D72 Unit 4.4 The impact of technology .................................................................. D74 Unit 4.5 Design skills in structures ..................................................................D79 Unit 4.6 Design ideas ......................................................................................... D80 Unit 4.7 Making skills ..........................................................................................D81 Unit 4.8 Evaluation skills ...................................................................................D81 Unit 4.9 Making skills ...........................................................................................D81 Formal Assessment Task: Mini-PAT 2 – Module: Structures Context: The cell phone tower; Content: Frame structures/impact of
technology .............................................................................................................D81 Formal Assessment Task: test Mid-year exam .........................................D83
TERM 3Module 5: Electrical systems and control Unit 5.1 Investigation skills ................................................................................D87 Unit 5.2 The impact of and bias in technology .............................................D93 Unit 5.3 Electrical systems and control ..........................................................D96Module 6: Mechanical systems and control (continued from Term 1) Unit 6.1 Machines and mechanical advantage ............................................ D103 Formal Assessment Task: Mini-PAT 3 – Module: Electrical systems
and control/Structures/Mechanisms Context: Recycling and impact; Content: Structures and electricity;
cranks and pulleys .............................................................................................. D110 Formal Assessment Task: test .................................................................... D120
TERM 4Module 7: Emergency situations Unit 7.1 Investigation skills ................................................................................D124 Unit 7.2 Emergency food ...................................................................................D126 Unit 7.3 Investigate clothing worn by people in
specialised occupations ....................................................................................D132 Formal Assessment Task: Mini-PAT 4 – Module: Processing, bias in
and impact of technology ................................................................................ D148 Context: Shelters for refugees; Content: Properties of materials Formal Assessment Task: test End-of-year Exam
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D2 SECTION D TEACHING GUIDELINES2 B1
Mini-Practical Assessment TaskIn this term the learners will explore the question: what is Technology? They will also look at the Design Process, Communication and Levers, as well as pneumatics and hydraulics. They will also learn about the meaning of technology, the design process, design considerations, and different ways to communicates. Dimensioning and quantity, lettering and figuring, and design and drawing materials will also be looked at. You will also learn about colour, patterns, shading, painting, textures and shadows.
In the mini-PAT task the learners are going to make a Jaws-of-life model system that is used to rescue trapped accident victims, and that emergency workers use during a life and death situation. The design will include making use of pneumatics and hydraulics to enhance human strength, together with levers and linkages. Therefore, as the learners go through the module this has to be kept in mind.
TERM
1
D2
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D3 MODULE TERM 1 3
Here is an analytical rubric to assess design capability in the mini-PAT at the end of this module:The learner is able to:LEVELS OF COMPETENCE
Exemplary Competent Developing, but not yet mastered
Progressing Progressing
5 4 3 2 1Generate and develop design ideas
Using drawings reflectively to generate new ideas
Progression of ideas across or within drawing
Design ideas are generated but not developed
Simple sketch showing object to be made
Drawing a picture not designing a product
Explore the possibilities of the problem/the need
Combining novel solutions to produce innovative design
Using drawings to develop novel design solution/s
Recording possible creative solution/s to the task
Stereotypical response, showing little creative thought
Design possibilities are not addressed in the drawing
Address the constraints of the problem/need
Task constraints treated as part of iterative process
Task constraints considered as the design proceeds
Records way to address task and/or client needs and wants
Drawing show some understanding of task constraints
Minimal understanding of task/user needs
Plan the look of the product
Ideas about finishing are developed within overall designing
Ideas about finishing are added to design while drawing
Overall decoration scheme considered
Little consideration of final appearance of product
Appearance of the product is not considered
Communicate design ideas
Clear enough for somebody else to make the product
Conveys sense of the object to be made e.g. Working drawing
Conveys some sense of the object to be made e.g. indicates the materials
Simple unlabelled sketch(es); relying on shared meanings
Use of narrative or other drawing genre
Plan construction
Constructional issues considered on route to final design
Drawing demonstrates consideration of construction
Drawing indicates some consideration of construction
Minimal consideration of construction while drawing
Yet to define the design task
Evaluate while drawing
Changes made a result of considering design drawings
Decisions made about product while drawing
Considered and rejected a range of designs
Minimal evaluation at drawing phase
Yet to define the design task
Provide a basis for making
Using drawings as a resource during making
Clear development path through drawing into making
Object is one of the ideas drawn
Product relates to ideas recorded in the drawing
Making and object seen as separate new activity
Comments to improve the learner’s performance in design capability:
D3
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D5UNIT 1.1 MODULE 1 TERM 1
Unit 11
Module Design process skills
Unit 1.1 Introduction
Week 1
Lesson 1: What is technology?
The learners will learn the defi nition of ‘technology’, and who
makes use of technology in the ‘world of work’.
Learning activities:
• Discussion: You will discuss the defi nition of ‘technology’ with the learners.
• Written Activity: Th e learners conduct a survey at school to fi nd out how other learners defi ne technology. Th ey will record the responses in their books.
• Assessment Activity: Informal Educator Assessment: You will check the completion of the tasks, the correction of the task, and listen to the responses.
ACTIVITY 1 What is technology? LB p. 9
Group
Th e learners need to understand the diff erent ideas about technology, and conduct a survey in the class or school campus to fi nd out what technology means to each person. Th ey will record their answers and discuss these in class during their technology period. Review their responses and compare them to the defi nition of technology in this book. In a group discuss the diff erences and similarities in the answers that you receive, and make your own judgment of how people defi ne technology.
ACTIVITY 2 The use of technology LB p. 9
Individual
Th e learners need to study the diagrams and state which of these they would describe as depicting technology. Th ey will record their answers in their exercise books.
ACTIVITY 1
ACTIVITY 2
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D6 SECTION D TEACHING GUIDELINES
Learning activities:
• Discussion: All of the illustrations depict technology. All are forms of communication:A. Caveman painting. Th is type of painting made use of paint
that lasted through millions of years.B. Mail runner. Th is is an early form of mail delivery service in
the olden days.C. Smoke signals. Native Americans used this method thousands
of years ago to send signals to nearby tribes and is an early form of communication
D. Stage coach mail service. Th is is another type of mail delivery service.
E. A modern communication device. Th is is a setup of all the technological gadgets that we use today in order to communicate, such as the telephone, fax computer, and email.
F. A town crier. Th is is a person who once read the news in the town square and was a form of early spoken newspaper.
• Written Activity: Th e learners should discuss these pictures in class and record their answers in their exercise books.
• Assessment Activity: Informal Educator Assessment: You will check the completion of the tasks, the correction of the task, and listen to the responses.
ACTIVITY 3 Technology at work LB p. 10
Individual
Th e learners need to record their answers to the following questions in their exercise books: Look at the previous pictures and note: who makes use of technology in the ‘world of work’?
Unit 1.2 Design considerations
Week 1
Lesson 2In this lesson the learners will learn about the technological process.
Learning activities:
• Discussion: Th e learners will discuss the steps in the technological process.Th e design process involves the following basic steps:
— Investigate: Find, use and acknowledge information for the design process.
— Design: Write and draw a design brief with specifi cations and constraints. Th is will include the learner’s initial idea sketches. Th ey then choose the best design and select materials for it.
— Make: Draw plans of the design process. Develop the manufacturing sequence, which is the order in which you will make your item or model. Th e learners may next make the item or model.
ACTIVITY 3
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D7UNIT 1.2 MODULE 1 TERM 1
— Evaluate: Th e learners need to evaluate both their design stage and their fi nal product.
— Communicate: Th e learners need to present your solutions. To do this, the learners compile all notes and drawings of the design process into a project report in their exercise books.
Tip• Make a large poster for the wall of the cyclic diagram of the
design process. This will help the learners get the order correct
and keep them focussed on their task. They will also realise
that they can go back to the different steps if they think of
some new ideas for their design.
Design considerations• Fitness-for-purpose: When the learners are designing something
for someone or even for themselves, there are certain questions that they need to ask. Th ese explain whether their design considerations fi t the purpose for what it is to be used or not. Th ey need to ask:
— Who is it for? — What is it for? — Will it do the job? — Is it cost eff ective? — Is it safe? — Is it easy to use (ergonomics)? — Does it look good (aesthetics)? — Will it aff ect society? — Will it aff ect the environment?
Ask the learners questions relating to technology to determine what they did in the previous grade. Take a cool drink can or any other product and engage the learners in a class discussion with the following questions and instructions: 1. What is the need or problem that the product solves? 2. Name the design features of the product. 3. What relevant knowledge and skills are required to make the
product? 4. From what material is the product made? 5. What manufacturing process was used to make the product?6. What criteria would you use to evaluate the eff ectiveness of the
product? 7. Sketch the product on an A4 sheet of paper.
Divide the learners into groups of fi ve. Each group selects a diff erent product that is available in the classroom and discusses the product in relation to the questions above. Each group gives feedback to the class. • Give the learners a worksheet based on technological knowledge
areas and technological process skills. It should contain a picture or illustrations. Th is can be used as a baseline activity.
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D8 SECTION D TEACHING GUIDELINES
• Show examples of the best practice from the previous year’s work. • Th e learners review the week’s learning and refl ect on the progress
that they have made.
• Written Activity: Th e learners attempt to move a stack of books making use of pencils as rollers under the books, and thus employ the technological process. Th ey will then record how they will follow the technological steps in their exercise books.
• Assessment Activity: Informal Educator Assessment: You will check the completion of the tasks, the correction of the task, listen to the responses and conduct the experiment in class.
Did you know?Discuss the different bookmarks in the photos on page 12 of the
LB. Some look homemade, some are very creative. The teacher can
discuss how everyone has different tastes and everyone is different
when it comes to choosing their favourite one.
HintThe teacher can encourage learners to bring bookmarks from
home or pictures of bookmarks in magazines. Some learners may
not have seen a bookmark before. The teacher should have a
display in the classroom. Not everyone has a collection of books
to read at home. Often the learners don’t even have electricity at
home for light to read and do their homework.
ACTIVITY 4 Designing a bookmark LB p. 12
Pairs
Th e learners need to think back to a time when early people decided to move large objects around the countryside. In pairs, they need to consider the question: how do you think they managed to do this? Th e learners need to make notes of the points that they come up with. Hint: Move a pile of books on your desk using pencils or any cylindrical tube.
Focus: The technological processThe learners learn about writing a design brief.
Learning activities:
• Discussion: Th e learners are taught how to write a design brief. Th ey will make use of the bookmark project to write a design brief. Explain the background by reading the scenario and identifying key aspects. Th e learners read the given scenario on their own and write a design brief, and list constraints and
ACTIVITY 4
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D9UNIT 1.2 MODULE 1 TERM 1
specifi cations. Instruct the learners to sketch some design options according to their design brief. Th e learners write notes to clarify the design features
• Written Activity: Write the design brief.• Assessment: Th e design brief should be assessed.• Informal Educator Assessment: You will check the completion
of the tasks.
ACTIVITY 5 The design brief for your bookmarkLB p. 13
Individual
Case StudyTh e learners need to write a design brief that will state clearly what they are required to do to solve the problem with the books. Th ey should record this in their exercise books or portfolio.
Resources Needed: pen and exercise book, checklist.
Writing a design brief Th e learners’ design brief must be a short statement of the problem to be solved and not a description of the solution. An open brief allows for more creativity than a closed brief, which describes a solution.
What follows is a checklist for a design briefChecklist Criteria Yes No
It is a short, clear statement of what must be done.
It describes the problem and not a solution.
It describes who will use it.
It describes where it will be used.
It describes the benefi t a solution will have.
Listing constraints
Th e factors that will limit design ideas are the constraints. Th ese can be stated as one word, such as time, materials, tools, human resources and cost. Th ese must be considered prior to listing the product specifi cations.Focus: The technological processThe learners learn about investigating possible solutions to their problem.
Learning activities:
• Discussion: Th e learners will investigate other examples of bookmarks. Th ey will design their own solutions. At least three drawings should be presented. Th ey need to take ergonomics into consideration as well as aesthetics. Each learner in the group should sketch his or her own ideas as the group discusses ways to solve the problem. Labels and arrows should be included to identify parts and how they might move. Th ese drawings should be quick and brief.
ACTIVITY 5
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D10 SECTION D TEACHING GUIDELINES
• Drawing Activity: Th e learners will draw three possible solutions to their problem. In this step, each learner should develop two or three ideas more thoroughly. Th e learners should create new drawings that are orthographic projections (multiple views showing the top, front and one side) and isometric drawings (three-dimensional depiction). Th ese are to be drawn neatly, using rulers to draw straight lines and to make parts proportional. Parts and measurements should be labelled clearly.
• Assessment: Th e possible solutions are assessed. Th e developed ideas should be shared and discussed among the team members. Th e learners should record pros and cons of each design idea directly on the paper next to the drawings.
• Informal Educator Assessment: You will check the completion of the tasks. Additional Resources: You need to provide maths sets, pencils, rulers and A4 drawing sheets.
Extension Activity/Homework ActivityTh e learners research solutions to their problems at libraries, on Internet and in bookshops. Th e learners will construct a full-size or scale model based on their drawings. You will help the learners to identify and acquire appropriate modelling materials and tools. See the design brief for a sample list.
Th is is a critical stage of the design process and requires detailed instructions regarding the making of a solution. Plans for creating a solution should have suffi cient detail for another person to make the solution.
Aspects to consider and plan for are the materials to be used and the tools needed to make the completed solution. Safety and effi ciency are critical aspects that must be focussed on during the making process.
ACTIVITY 6 How to make the bookmark LB p. 14
Individual
In this activity the learners design possible solutions to their bookmark problem. Th e following questions may assist them to make what they have designed:• What tools have you chosen to complete your design? Scissors,
utility knives• What materials have you chosen? Leather, cardboard, plastic • What process are you going to begin with and what processes will
you following until your design is completed? Th e learners will follow the technological process.
Resources Needed: Ruler, pencil, felt pens, paint, glue, paper punch, scissors, utility knives, material (leather, cardboard, plastic), maths sets, stencils, self-assessment of design brief and drawings, use of a checklist.
ACTIVITY 6
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D11UNIT 1.2 MODULE 1 TERM 1
Extension Activity/Homework ActivityThe learners should work in teams and identify the design that appears to solve the problem in the best way. The learners should write a statement that describes why they chose their particular solution. This should include some reference to the criteria and constraints identified above.
Three-dimensional sketches are best suited to show design ideas. They should use notes with freehand sketches and enhance designs using colour, tone, shade, texture and thick and thin lines.
Formal drawing conventions are used to show the final design plan as a working drawing. Accuracy is important when completing the formal drawings. Grid paper can be used as a guide for sketching and doing formal drawings. When sketching or drawing a three-dimensional view of an object it is a good idea for the learner to draw the item in the box that it will fit into (called crating). They will then add thick and thin lines and render and enhance it as required. Working drawings include dimensions, notes that indicate material, construction methods and finish.
Learning activities:
• Discussion: The learners will evaluate their projects against specific criteria.
• Written Activity: The learners will examine and evaluate their prototypes or designs based on the criteria and constraints. Groups may enlist learners from other groups to review the solution and help identify changes that need to be made. Based on criteria and constraints, teams must identify any problems and proposed solutions.
• Extension Activity: Bubble charts or spider diagrams are suitable methods of presenting the analyses of a scenario. The following questions will help identify the key areas that may require more investigation or research:
— What is the problem, need or opportunity? — Who will use the solution? — Where will it be used? — When will it be used? — How will it be used? — Why is it needed? — What do similar solutions looks like?
• Assessment: Each project will be graded against specific criteria together with the project portfolio.
• Informal Educator Assessment: You will check the completion of the tasks.
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D12 SECTION D TEACHING GUIDELINES
ACTIVITY 7 Evaluating your bookmark LB p. 14
Individual
Case StudyEvaluating and testing is one of the most important parts of the design process. Learners should be critical of their work and change their design if they think it is necessary:• Is it aesthetic? • Is it ergonomically designed?• Does it fi t the purpose for which it is designed?• Can the design be improved on to meet all the criteria required?
Th e learners should record their answers in their exercise books.
Resources Needed: A mark sheet for each learner to record his or her marks against each criterion.
Extension Activity/Homework Activity
Learning activities:
• Discussion: Th e evaluation process is not just an account of what was done nor is it a list of opinions. It is a ‘scientifi c process’ to verify design procedures. An evaluation scale is used to rate each specifi cation on a given scale. Testing, however, has to do with a practical activity that tests the functioning of the product. Th e learners must use the opinion of others to support suggestions for any changes or improvements to be made.
• Written Activity: Design a checklist to evaluate the product.• Informal Educator Assessment: You will check the completion
of the tasks.
ACTIVITY 8 Presenting your bookmark to the class LB p. 15
Individual
Case StudyIn this activity the learners are expected to present thier bookmark and logo to the class and explain why they decided on particular features, such as the size, colour and font, in this case. Th is can be done in words and with graphic drawings. Th e learners will record their progress in their Project portfolio. Th is activity will require an oral presentation from the learners.
Resources Needed: laptop, data projector, fl ip chart, portfolio, posters, large sheet of paper.
ACTIVITY 7
ACTIVITY 8
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D13UNIT 1.2 MODULE 1 TERM 1
Extension Activity/Homework Activity
Focus: The technological processThe learners learn about assessing their projects against specifi ed criteria.
Learning activities:
• Discussion: Th e evaluation process is not just an account of what was done nor is it a list of opinions. It is a ‘scientifi c process’ to verify design procedures. An evaluation scale is used to rate each specifi cation on a given scale. Testing, however, has to do with a practical activity that tests the functioning of the product. Th e learners must use the opinion of others to support suggestions for any changes or improvements to be made.
• Written Activity: Complete a worksheet on the design considerations and its fi tness for purpose.
• Informal Educator Assessment: You will check the completion of the tasks.
ACTIVITY 9 Your bookmark’s design LB p. 15
Individual
Case Study
• Design considerations: Fitness-for-purposeIn this activity, after completing their project and presenting it to the class, the learners are expected to access the project in terms of the following criteria:
— Who is it for? — What is it for? — Will it do the job? — Is it cost eff ective? — Is it safe? — Is it easy to use (ergonomics)? — Does it look good (aesthetics)? — Will it aff ect society? — Will it aff ect the environment?
Th e learners should record their answers in their exercise book. Th ey should make use of peer assessment in this activity to ascertain the accuracy and effi ciency of their product.
ACTIVITY 9
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SECTION D
TEACHING GUIDELINESD14
Unit 12
Module Communication skills5.25 Hours
Unit 2.1 Introduction to graphical communication
Week 2
Lesson 3This week introduces the learners to graphical communication. They will cover the purpose of graphics and how they develop and communicate ideas. The conventions of lines such as thin/dark outlines, thin/feint construction lines, dashed lines for hidden detail, and scale and dimensioning will be looked at. Freehand sketching will also be looked at. Two-dimensional working drawings of ONE face of an object using conventions will be done by the learners.
Learning activities:
• Discussion: Introduce the lesson by explaining to the learners that in order for anyone to be able to understand exactly what a drawing represents, sets of precise rules and conventions have to be followed, much like a language. These rules are usually referred to as ‘Standards’.
When a designer works with an engineering drawing he or she must be familiar with the precise meaning of the various line styles, abbreviations, drawing simplifications and terminology as specified in the relevant standards. This section introduces you to some of the conventions defined in the SABS Code of Practice for Engineering Drawing.
Standards are developed both privately by companies and by internationally recognised institutions.
Two such international standards are: — British Standard Institution: BS 8888 (Superseded BS 308) — American National Standards Institute: Y14 series
• Written Activity: As a written activity the learners should fill in a survey form which you need to assess.
• Informal Educator Assessment: You will check the completion of the tasks, oral presentation and the findings.
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D15UNIT 2.1 MODULE 2 TERM 1
ACTIVITY 10 Survey on the purpose of graphics
LB p. 17
Individual
Case StudyConduct a survey in another class at the school, enquiring from them what they think is the purpose of graphics. Design a survey interview sheet, and conduct this interview. Record your answers and discuss them in class in the next period.
Th is will require questions for the survey handout.
It is important to design questions very carefully:• Make items clear (the person you are questioning might not know
the terms you are using).• Avoid double-barrelled questions (the question should ask one
clear thing).• Don’t ask questions that the respondent won’t accurately be able
to answer.• Questions should be relevant.• Short items are best.• Avoid negative items.
1. Th e learners need to design the survey interview sheet fi rst.2. Th ey will then do the survey.3. Th ey will record the information given to them.4. Th ey will discuss the results.
Extension Activity/Homework ActivityAllow the learners to fi nd out how to write a survey form and what information goes into it.
Focus: Graphical communicationThe learners learn about the different types of lines used in drawing and their meanings.
Learning activities:
• Discussion: Take the learners step by step through the diff erent types of lines that we use in drawing and what each line represents. Make a worksheet to remind the learners of what they have learnt by fi lling in the line type and the application. Follow the illustration below.
LINE TYPE(thickness)
EXAMPLE APPLICATION
Continuous 0.7mm thick
Visible outlines/border lines
Continuous 0.3mm thin
Dimension lines/projection & leader lines/hatching
ACTIVITY 10
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D16 SECTION D TEACHING GUIDELINES
Short dashes 0.3mm Hidden detail
Long chain 0.3mm Centre lines
Chain, thick at ends 0.7 – 0.3mm
Section-cutting planes
Short chain 0.3mmDeveloped views
Continuous wavy boundaries 0.3mm
Broken
Straight zigzag 0.3mm
Break lines
Straight lines with dimension lines,two short zigzags 0.3mm
Dimension lines
Supply list:
• Scaled drawings 2D worksheet • Scaled drawings 2D HW • Rulers, compasses, protractor, French curves and other drawing tools • Graph paper (preferably with lines in metric distances) • Simple 3-D objects (plastic pencil sharpener, tape dispenser,
battery, coff ee mug)• Transparencies/handouts of actual drawings of the items.
NB: Th is can be used for all graphic communication.
ACTIVITY 11a Types of line in graphical drawings
LB p. 19
Individual
Case StudyName four types of line used in graphical drawings and state the use of these lines in these drawings. Record your answers in your exercise book.• Written Activity: Th e learners name four types of lines that they
have learnt about.• Assessment: Th e learners’ responses are assessed.• Informal Educator Assessment: You will check the completion
of the tasks.
Additional Resources: You should provide an example of a SANS document.
Resources Needed: pen and exercise book
ACTIVITY 11a
HintMake the table
of line types
into a poster.
Use string
to make the
different lines.
Glue the string
and cut where
necessary. This
will help the
visual learners
as well as
learners who
are visually
challenged.
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D17UNIT 2.1 MODULE 2 TERM 1
Focus: Graphical communicationThe learners learn about types of lines.
Learning activities:
• Discussion: Discuss the various types of lines and their uses. Th e learners are expected to recognise these lines from the diagram given.
• Written Activity: Th e learners need to complete the task given. — Visible outline — Hidden detail line — Centre lines — Section lines — Extension lines — Dimension lines
• Extension Activity: Any task can be designed by you and given to the learners based on type of lines.
• Assessment: You should mark the answers to the questions about the recognition of lines.
• Informal Educator Assessment: You will check the completion of the tasks and mark the activity.
• Additional Resources: A worksheet on the type of lines and their uses should be given to the learners.
Extension Activity/Homework ActivityTh e learners should fi nd out more about the language of lines.
ACTIVITY 11b Identifying line types LB p. 20
Individual
Case StudyTh e fi gure in the Learner’s Book illustrates a typical application of line types. Identify each of the lines shown in this diagram and state the use of each line. Learners will record their answers in their exercise books.
Resources Needed: Th e learners will need a chart on lines and their uses.
Extension Activity/Homework ActivityExtension Exercise 1
1
23
4 5
1. Hidden detail line2. Section line3. Visible outline4. Centre line5. Centre line
ACTIVITY 11b
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D18 SECTION D TEACHING GUIDELINES
Extension Exercise 2
Notice that the dashes cross at the centre.
Notice that the centre lines connect indicating that the hole lines line up.
31 2
Top View
Right Side ViewFront View
1. Hidden detail line2. Visible outline3. Centre line
Focus: Graphical communicationThe learners learn about preserving metals by painting and galvanizing them.
Learning activities:
• Discussion: Discuss the drawing with the class. Demonstrate on the board how to do this drawing. Discuss the dimensions of the drawing. Show the learners how to draw circles and curves using a compass. Explain that sectioned parts need to be drawn at 450 angles and at 3mm apart. The learners are required to use the lines that they have learnt about in order to complete these drawings using instruments.
• Drawing Activity: The learners draw the given drawing on A4 size paper.
• Assessment: This will be marked by you using the grid provided below.
Criteria 5 4 3 2 1 0 Total
1. Accuracy of drawing
2. Makes use of scale
3. Makes use of all relevant lines
4. Prints neatly and accurately
5. Dimensions the drawing correctly
6. Demonstrates good aesthetic design
7. Total
• Informal Educator Assessment: You will check the completion of the tasks and assess the drawing.
• Additional Resources: The learner will make a tracing of the drawing to check for accuracy of detail, maths sets, drawing boards, A4 paper and eraser.
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D19UNIT 2.1 MODULE 2 TERM 1
ACTIVITY 11c Scale and orthographic projection drawings LB p. 20
Individual
Case StudyTh e learners need to copy the drawings below on a blank sheet of paper and include the hidden detail lines on their drawing. Th ey should remember that hidden detail lines are drawn 3mm long with a space of 2mm between them.
Notice that the dashes cross at the centre.
Notice that the centre lines connect indicating that the hole lines line up.
31 2
Top View
Right Side ViewFront View
Resources needed: Maths sets, drawing boards, A4 paper, and eraser.
Extension Activity/Homework Activity:Th e learners should complete the above work for homework if they do not complete it in class.
Focus: Graphical communicationThe learners learn about fi rst angle orthographic projection and how to draw hidden detail lines.
Learning activities:
• Discussion: You need to discuss the drawing with the learners. Demonstrate on the board how to do this drawing in fi rst angle orthographic projection. Discuss the dimensions of the drawing. Indicate on the board how to draw hidden detail lines.
• Written/Drawing Activity: Th e learners draw the given drawing on A4 size paper.
• Extension Activity: Discuss in detail how to draw a fi rst angle orthographic drawing.
• Assessment: Th e drawing will be assessed using the rubric provided on the next page.
ACTIVITY 11c
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D20 SECTION D TEACHING GUIDELINES
Criteria 5 4 3 2 1 0 Total
1. Accuracy of drawing
2. Makes use of scale
3. Makes use of all relevant lines
4. Prints neatly and accurately
5. Dimensions the drawing correctly
6. Demonstrates good aesthetic design
Total
• Informal Educator Assessment: You will check the completion of the tasks.
Additional Resources: A trace of the drawing should be made to check for accuracy of detail, maths sets, drawing boards, A4 paper, eraser.
ACTIVITY 11d Scale drawings LB p. 21
Individual
Th e following example illustrates a scale drawing. Reproduce the scale drawing showing clearly the hidden detail lines as illustrated.
Focus: Graphical communicationThe learners learn how to draw using scale.
Learning activities:
• Discussion: Drawing to scale is a tool that engineers use for many diff erent tasks, including designing roller coasters. One key part of every scale drawing is the scaling factor. Th is number represents the degree to which your scale drawing or scale model has been reduced in size when compared to the original. Th e learners need to maintain a constant scaling factor throughout their sketches, which will be one of the most diffi cult parts of the activity for them. But it is something they should strive for, as a uniform scaling factor will provide the most useful information and results. Often a scale ruler is used for this purpose.
50 25 25 50
ACTIVITY 11d
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D21UNIT 2.1 MODULE 2 TERM 1
• Written/Drawing Activity: Th e learners need to draw the slide according to the scale given.
• Extension Activity: For homework the learners need to draw to scale 2:1 and 1:5.
• Assessment: Both the drawings will be assessed using the rubric provided.
Criteria 5 4 3 2 1 0 Total
1. Accuracy of drawing
2. Makes use of scale
3. Makes use of all relevant lines
4. Prints neatly and accurately
5. Dimensions the drawing correctly
6. Demonstrates good aesthetic design
Total
• Informal Educator Assessment: You will check the completion of the tasks.
Additional Resources: A tracing of the drawing to check for accuracy of detail, maths sets, drawing boards, A4 paper and eraser.
Key Terms Defi nition
Scale A defi ned ratio of a model’s size relative to the actual object that the model represents.
Ratio Essentially a comparison between two numbers equal to one divided by the other.
Model Simplifi ed representation of a physical system intended to allow one to more easily analyse and understand the system.
Scale Factor The number by which each dimension of the model is multiplied to the modelled object’s actual size.
ACTIVITY 11e Identifying line types LB p. 23
Individual
Case StudyTh e learners need to study the drawing of a bearing that you will provide. Th is drawing is made up of a number of lines, which tell us certain things about the drawing. Th e learner needs to identify each line type and say what it is used for.
Answers to the worksheet:A. Visible outlineB. Imaginary lines of intersection, dimension, projection and leader
lines, hatching outlines of revolved sections
ACTIVITY 11e
C
D
F
EA
B
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D22 SECTION D TEACHING GUIDELINES
C. Break lines to indicate the boundaries of part views and sections and irregular boundaries
D. Hidden detail linesE. Centre lines, features located in front of the cutting plane, pitch
circle lines, path of motion, portions to be removedF. Cutting planes change of direction, straight lines
HintThe teacher could make this into a poster. The different lines on
the illustration could be made different colours which will help the
learners to remember them. If A is red then the teacher can make
the A on the Visual outline red. This will help learners will barriers,
especially dyslexic learners sort out the information in their heads.
Focus: Graphical communicationThe learners learn about how to reproduce a drawing, and to dimension it as it is illustrated in the diagram.
Learning activities:
• Discussion: Explain to the learners the importance of dimensioning and where it is used, how it is used and why is it used. Get the learners to do some 2 dimensional drawings and to dimension them with the correct techniques.
Explain why dimensions and notes are needed on drawings. Identify, explain, and accurately use the two systems of linear measurement to dimension drawings. Describe the diff erence between unidirectional and aligned dimensioning. Identify and explain the three basic types of dimensions. Apply the general rules for dimensioning an inch and/or a metric drawing. Explain how to dimension circles, holes, arcs, and angles, and explain the methods used in the conversion to metric dimensioning from conventional inch dimensioning. Describe the basic principles of geometric dimensioning and tolerance. Also explain how dimensions are generated in computer-aided drafting.
• Written/Drawing Activity: Th e learners will draw the given drawing.
• Extension Activity: homework exercise• Assessment: You will assess this activity with the rubric provided.
Accuracy Measurements and shape correct Mark out of 10
Outline Outline of shape is thicker than all other lines
Mark out of 10
Dimensions All dimensions are added in the right place and does not touch the outline of the shape
Mark out of 10
Layout Border added, page layout well balanced, your name is written neatly
Mark out of 10
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D23UNIT 2.1 MODULE 2 TERM 1
• Informal Educator Assessment: You will check the completion of the tasks.
Additional Resources: A tracing of the drawing to check for accuracy of detail, maths sets, drawing boards, A4 paper, eraser.
ACTIVITY 11f Dimensioning diagrams LB p. 23
Individual
Case Study:
• Th e following diagram is given. Th e learner needs to reproduce this diagram, and dimension it as it is illustrated in the diagram. You will assess the learner’s dimension skills and techniques.
18
90°
[1211
110
R25
30
30
20
35
25
55
25120
40
150
A
28
A
40
ACTIVITY 11f
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D24
Resources Needed: Drawing boards, A4 paper, eraser, pencils, rulers
Extension Activity/Homework ActivityThe learners will dimension this drawing as a homework exercise.
60
140
R40
80
40
140
100
Week 2
Lesson 4Focus: Graphical communication: sketchingThe learners learn about freehand sketching.
Learning activities:
• Discussion: You need to explain to the learners that the most important thing for them is to get their ideas onto paper as quickly as possible. Sketching is therefore a very important skill for them to master. There are a few things that will help them to sketch better. To sketch quickly they need to learn to sketch from their shoulder. Most people learn to sketch on small pieces of paper, usually no bigger than A4, sketching small images. Because the images are small, people tend to learn how to sketch from the wrist. Drawing a long line tends to consist of lots of small movements from the wrist, as the arm is moved along. If the learner looks carefully at these lines they consist of lots of small arches.
• Written/Drawing Activity: The learners need to draw the illustration of a pair of pliers, as shown, and of the screwdriver.
• Extension Activity: Homework exercises given to practise this technique
• Assessment: Sketches will be assessed according to the rubric on page D25.
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D25UNIT 2.1 MODULE 2 TERM 1
Accuracy Measurements and shape correct
Mark out of 10
Outline Outline of shape is thicker than all other lines
Mark out of 10
Dimensions All dimensions are added in the right place and do not touch the outline of the shape
Mark out of 10
Layout Border added, page layout well balanced, his or her name is written neatly
Mark out of 10
• Informal Educator Assessment: You will check the completed tasks for neatness and accuracy.
Additional Resources: Paper, pencil, eraser
ACTIVITY 12 Drawing tools LB p. 25
Individual
Case StudyDraw the illustration of a pair of pliers, as shown, and of the screwdriver next.
Extension Activity/Homework Activity
Individual
Focus: Graphical communication: sketchingThe learners need to learn about sketching.
Learning activities:
• Discussion: Th e learners need to continue sketching other objects for practice purposes.
• Written/Drawing Activity: Th e learners need to draw the given illustrations.
• Informal Educator Assessment: You will check the completion of the tasks.
ACTIVITY 12
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D26 SECTION D TEACHING GUIDELINES
Extension activity
Individual
Case StudyClasswork exercise
Freehand Sketching and Shading: Sheet 1 Practise freehand sketching and shading techniques using the examples below:
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D27UNIT 2.1 MODULE 2 TERM 1
Freehand Sketching and Shading: Sheet 2 Practise freehand sketching and shading techniques using the examples below:
Freehand Sketching and Shading: Sheet 3 Homework ExercisesPractise freehand sketching and shading techniques using the examples below:
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D28 SECTION D TEACHING GUIDELINES
Extension Activity/Homework Activity
Accuracy Measurements and shape correct
Mark out of 10
Outline Outline of shape is thicker than all other lines
Mark out of 10
Dimensions All dimensions are added in the right place and does not touch the outline of the shape
Mark out of 10
Layout Border added, page layout well balanced, his or her name is written neatly
Mark out of 10
Focus: Graphical communicationThe learners need to learn about developing a working drawing.
Learning activities:
• Discussion: A working drawing is a complete and detailed instruction on how to develop a product from a drawing. It consists of an orthographic drawing/view, hidden details, construction details, scale, dimensions and a sequence of drawings. It also has a cutting list indicating the parts and the materials required.
� A working drawing is usually drawn in third angle projection. Add the symbol for third angle projection to the drawing.
Suggestions� Carefully consider the type of views you need to draw (front, side,
plan, etc.) and draw a rough version first.� Number the parts in order, so that the numbers are in sequence.� Use a T-square and set squares to help you draw the proper version
of the working drawing. � Add six dimensions, or more if necessary.
WORKING DRAWINGSCALE: 1:2
THIRD ANGLE PROJECTION
THE SOLUTION
THE MAZE
12 3 4 5
BASELINE
PART NO
1
2
3
4
5
6
7
8
9
20
NO OFF
4
2
1
1
1
DESCRIPTION
SIDES
HINGE
LID
MAZE
BASE
MATERIAL
PINE
BRASS
PERSPEX
VDF
VDF
DIMENSIONS
300 x 75 x 12 mm
50 x 8 x 12 mm
300 x 300 x 4 mm
270 x 270 x 12 mm
288 x 288 x 12 mm
FINISH
VARNISH
POLISHED
POLISHED
PAINT
NATURAL
• Written/Drawing Activity: The learners will draw a working drawing of their bookmark that shows the front, top and side view that explains all relevant dimensions, the cutting lines, and the list of materials that are required to make the project. This should be drawn in first angle orthographic projection. They should make use of all the line types about which they have learnt. They should also add dimensions to their drawing.
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D29UNIT 2.1 MODULE 2 TERM 1
• Assessment: Th e rubric provided will be used to assess this activity or the working ‘drawing’ of the bookmark.
Accuracy Measurements and shape correct
Mark out of 10
Outline Outline of shape is thicker than all other lines
Mark out of 10
Dimensions All dimensions are added in the right place and does not touch the outline of the shape
Mark out of 10
Layout Border added, page layout well balanced, your name is written neatly
Mark out of 10
• Informal Educator Assessment: You will check the completion of the tasks.
ACTIVITY 13 A working drawing of your bookmark
LB p. 27
Individual
Case StudyTh e learners need to develop a working drawing of their bookmark that shows the front, top and side view that explains all relevant dimensions, the cutting lines, and the list of materials that are required to make the project. Th is should be drawn in fi rst angle orthographic projection. Th ey should also make use of all the line types about which they have learnt and add dimensions to their drawing.
Resources Needed: A4 paper, pencil drawing sets and equipment
Focus: Graphic techniquesThe learners need to learn about 3-D Oblique drawing, which depicts the front view with a depth at 45º.
Learning activities:
• Discussion: Read and discuss 3-D oblique drawing from the Learner’s Book with the learners. Explain any words and terms they do not understand. Explain to the learners that oblique drawings can be applied to and used in the designs they will be doing later in the module. Ensure that they understand that we use the cabinet method.
Example: Th e following steps can be followed to explain oblique drawings: Draw the following cabinet in oblique view. Draw the axes
with the receding axis at 45°. Block in (halving the receding measurement) and draw the base. Draw the top of the enclosing block for the semi-circular part. Project the corners of this top to
ACTIVITY 13
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D30 SECTION D TEACHING GUIDELINES
the base and complete the enclosing block for the semi-circular part. Draw the centre lines for the semi-circle on the front of the enclosing block and project them on the back. Draw the semi-circle and fi nd points of tangency T with 45° lines from the centre. Draw the 45° line from T to T. Remove excess lines and fi rm in the outlines, semi-circles fi rst.
• Written Activity: Th e learners need to complete Activities 11 to 13 as set out in the Learner’s Book.
• Assessment: Th e rubric provided in the Learner’s Book will be used to assess this activity.
• Informal Educator Assessment: You will check the completion of the tasks.
Additional Resources: A4 paper, pencil drawing sets and equipment
Unit 2.2 Graphic techniques
Week 3
Lesson 5Th e learners will learn about 3-D oblique perspective in this lesson. Th e front view will have a depth of 45°. Squared ‘quadrant’ paper will be used, and oblique projection will be used to assist with the interpretation, and with drawing single VP perspective. Th e 3-D artistic single vanishing point perspective will also be looked at, with colour, texture and shading.
ACTIVITY 14a Oblique drawing on grid paper LB p. 31
Individual
Case StudyTh e learner will need a pencil and squared paper to draw on.Make use of 45º squared paper (grid paper) and replicate the drawings that follow on the squared paper.
Make use of approximate dimensions, for example: A = 65mm, B = 40mm, C = 20mm and D = 25mm.
100
Rectangular block
50
40
40
ACTIVITY 14a
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D31UNIT 2.2 MODULE 2 TERM 1
Step 1. Draw the oblique axes and enclose the box.Step 2. Block in the various shapes in detail.Step 3. Draw in all of the final lines with a heavy line.
Accuracy Measurements and shape correct
Mark out of 10
Outline Outline of shape is thicker than all other lines
Mark out of 10
Dimensions All dimensions are added in the right place and does not touch the outline of the shape
Mark out of 10
Layout Border added, page layout well balanced, his or her name is written neatly
Mark out of 10
Resources Needed: A technical drawing table (if this is not available then highlight the importance of base lines), board clips (use this only if a technical drawing table is available), compass, set squares, ruler, pencil, eraser and fine liners to highlight the outline of a shape.
Extension Activity/Homework Activity
Focus: Graphical communicationThe learners need to learn about 3-D oblique drawing and how to interpret an object.
Learning activities:
• Discussion: The learners need to complete the drawings given to them.
• Written/Drawing Activity: The learners need to draw oblique drawings of the three drawings given to them.
• Assessment: The rubric provided will be used to assess this activity.
• Informal Educator Assessment: You will check the completion of the tasks.
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D32 SECTION D TEACHING GUIDELINES
Week 3
Lesson 6Th e learners need to learn about drawing in single point perspective.
Learning activities:
• Discussion: Read and discuss the information on pages 32 to 34 of the Learner’s Book with the learners. Explain any words and terms they do not understand. Show the learners step by step how single point perspective drawings are done. Use the board or an overhead projector to demonstrate to the class. Th e learners can collect photographs and pictures from newspapers and magazines that illustrate perspective drawings. Th ey can paste the pictures onto a chart which they can refer to when necessary.
Th e learners need to complete Activities 14 and 15 as set out in the Learner’s Book. Th ey should prepare their A4 drawing sheets as if for normal drawings. Get the learners to complete as many exercises as possible. Th e more practice they get, the better they will understand the concepts dealt with.
• Written/Drawing Activity: Make copies of the following drawings and hand them out to the learners. Th e learners may then copy these examples into their exercise books and add more detail.
• Assessment: Th e rubric provided will be used to assess this activity.• Informal Educator Assessment: You will check the completion
of the tasks.
Additional Resources: A technical drawing table should be used in this activity. If one is not available then the learners should highlight the importance of base lines. Other resources will include board clips if a technical drawing table is available, compass, set squares, ruler, pencil, eraser, fi ne liners to highlight the outline of a shape.
ACTIVITY 14b Completing oblique projection LB p. 31
Individual
Case StudyTh e learners need to complete the three shapes shown below in oblique projection. Th e depth of each of the drawings is 40mm. Th ey need to make use of their own measurements that are more realistic to the sizes given in these illustrations below.
ACTIVITY 14b
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D33UNIT 2.2 MODULE 2 TERM 1
Accuracy Measurements and shape correct
Mark out of 10
Outline Outline of shape is thicker than all other lines
Mark out of 10
Dimensions All dimensions are added in the right place and does not touch the outline of the shape
Mark out of 10
Layout Border added, page layout well balanced, his or her name is written neatly
Mark out of 10
Resources Needed: A technical drawing table should be used in this activity. If one is not available then the learners should highlight the importance of base lines. Other resources will include board clips if a technical drawing table is available, compass, set squares, ruler, pencil, eraser, fi ne liners to highlight the outline of a shape.• Extension Activity/Homework Activity: Th e learners may
complete this activity at home.
ACTIVITY 15 Single point perspective drawing
LB p. 34
Individual
Step 1On their drawing sheet the learners need to complete the following drawings of L-shapes and T-shapes in single point perspective:
ACTIVITY 15
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D34 SECTION D TEACHING GUIDELINES
Accuracy Measurements and shape correct
Mark out of 10
Outline Outline of shape is thicker than all other lines
Mark out of 10
Dimensions All dimensions are added in the right place and does not touch the outline of the shape
Mark out of 10
Layout Border added, page layout well balanced, your name is written neatly
Mark out of 10
Step 2The learners need to copy the drawings in single point perspective.
Accuracy Measurements and shape correct
Mark out of 10
Outline Outline of shape is thicker than all other lines
Mark out of 10
Dimensions All dimensions are added in the right place and do not touch the outline of the shape
Mark out of 10
Layout Border added, page layout well balanced, your name is written neatly
Mark out of 10
Extension Activity/Homework Activity: When you think the learners understand this concept well, give them more worksheets to complete for practice.
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D35UNIT 3.1 MODULE 3 TERM 1
Unit 13
Module Mechanical systems and control
Unit 3.1 Simple mechanisms
Week 4
Lesson 7Simple mechanismsIn this lesson the learners will study levers, and in particular mechanical advantage. They will examine the relationship between load, effort and the distance of these from the pivot. First-class levers will be looked at and their characteristics in which the fulcrum or pivot is placed between the effort and load. First-class levers will also be studied and how they may give a mechanical advantage or not, depending on pivot position. Then the case study will be done involving first-class levers with mechanical advantage: MA > 1, MA = 1, MA < 1.
Focus: Simple mechanisms: LeversThe learners will learn about levers.
Learning activities:
• Discussion: The learners need to read and understand the material in the Learner’s Book.
• Written Activity: none• Extension Activity: none• Assessment: You will orally question the learner’s knowledge of
the lesson.• Informal Educator Assessment: The learners will be questioned
orally.
Focus: Simple MechanismsThe learners will learn about levers in this lesson. They will study how a first-class lever works as a mechanism.
Learning activities:
• Discussion: Introduce this section by reading and discussing the information in the Learner’s Book with the learners. Explain what mechanisms are, and that many of the things we use on a daily basis, such as door handles and tin openers, involve mechanisms.
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D36 SECTION D TEACHING GUIDELINES
Let the learners look at the pictures of mechanisms found in everyday articles in the Learner’s Book and discuss these as a class. Explain to the learners that mechanisms are used to make a job or task easier by controlling movement and force. A mechanism has an input and output. It can change the direction in which the force acts, it can turn one kind of force into another, and it can change the place where the force acts.
• Written Activity: Th e learners need to draw and complete the table below in their exercise books.
PLACE TYPE OF MOTION
DESCRIPTION
E.g. Wheel Rotary motion The wheels are moving around in a circular manner.
Pedal Rotary The chain and sprocket is engaged and causes the bike to move forward.
Steering Oscillating The bike is able to turn and change its direction of movement.
Chain and sprocket
Rotary Moves the chain along the cog for more or less speed and torque.
Brakes Linear Depressing the brake handle can cause the speed of the bike to slow down and even stop.
• Informal Educator Assessment: You will check the completion of the tasks.
Additional Resources: Bring a bicycle to school.
ACTIVITY 16a Types of motion LB p. 37
Individual
Th e learners need to draw and complete the table above in their exercise books. What is not done in class will be completed for homework.
Extension Activity/Homework Activity
• Informal Educator Assessment: You will check the completion of the tasks.
ACTIVITY 16b The usefulness of mechanisms
LB p. 38
Group
Th e learners need to work in pairs or small groups to complete this activity. Th ey will examine fi rst-class, second-class and third-class levers in pairs and groups. Let the pairs or groups share their answers with the rest of the class. Listen to their responses and give feedback where necessary.
ACTIVITY 16a
ACTIVITY 16b
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D37UNIT 3.1 MODULE 3 TERM 1
Mechanisms make your life easier1. Th e learners need to look at the pictures in their books and discuss
in their group which mechanism they will use to do the work in the row of pictures.
Work to be done2. Mechanism to do the work: bottle opener lifting a box screwdriver
3. Th e learners need to explain how the tool makes the task to be done easier
— Th e bottle opener acts as a second-class lever and opens the cap on a bottle.
— Th e woman lifts the box and her knees act as a third-class lever. — Th e screwdriver acts as a fi rst-class lever and can pry open a
can of paint.
Resources Needed: A worksheet
Focus: The learners need to learn about levers and about the positions of the load, effort and fulcrum.
Learning activities:
• Informal Educator Assessment: You will check the completion of the tasks.
ACTIVITY 17 How a lever system works LB p. 40
Group
In small groups, the learners need to look at the illustration of a basic example of a lever system (a seesaw) and identify the place where each of these three words will fi t: eff ort, pivot (or fulcrum), and load. Th ey need to state the mechanical advantage in this illustration.
ACTIVITY 17
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D38 SECTION D TEACHING GUIDELINES
FULCRUM EFFORTLOAD
Resources Needed: A model of a seesaw
Week 4
Lesson 8Th e learners will learn about fi rst-class levers.
Learning activities:
• Discussion: Th e learners can work in pairs or small groups to complete this activity. Th ey will examine fi rst-class, second-class and third-class levers in pairs and groups. Let the pairs or groups share their answers with the rest of the class. Listen to their responses and give feedback where necessary.
• Written Activity: Th e learners need to record their answers.• Assessment: You need to mark the answers of the learners.• Informal Educator Assessment: You will check the completion
of the tasks.
Additional Resources: You should draw a table on the board for the learners to copy into their exercise books.
ACTIVITY 18 Investigate fi rst-class levers LB p. 42
Individual
Case StudyList any other three examples of fi rst-class levers from the one given in the Learner’s Book that satisfy each of these criteria: mechanical advantage: MA = 1; MA < 1; MA > 1.
ACTIVITY 18
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D39UNIT 3.1 MODULE 3 TERM 1
MECHANICAL ADVANTAGE
MECHANISMS
MA = 1 Seesaw Tongs Bottle opener
MA < 1 Scissors Crowbar
MA > 1 Pliers Screwdriver Tinsnips
ACTIVITY 19 Examples of fi rst-class levers LB p. 43
Group
Case Study: Reading for meaning and understandingTh e learners should bring examples of fi rst-class levers to class. You should send a letter home with the learners about that. If they cannot bring examples then they should fi nd some in books and magazines. During the lesson on the discussion of fi rst-class levers, divide the learners into groups. Present each group with an example of a lever and ask them to explain where the load, eff ort and fulcrum are in relation to a fi rst-class lever.
Week 5
Lesson 9In this lesson second-class levers will be examined and their characteristics, in which the load is placed between the eff ort and fulcrum. Real examples will be given of second-class levers. Th e learners will demonstrate second-class levers, which always give a mechanical advantage, with models. Following this, third-class levers will be looked at and their characteristics in which eff ort is placed between the load and fulcrum. Again, real examples will be given of these, and the learners will demonstrate models of third-class levers, which will never give a mechanical advantage.
ACTIVITY 20 Examples of second-class levers LB p. 44
Class and Group
Case StudyTh e learners should bring examples of second-class levers to class. During the lesson on the discussion of fi rst-class levers and second-class levers divide the learners into groups. Present each group with an example of a lever and ask them to explain where the load, eff ort and fulcrum are in relation to fi rst-class levers and second-class levers.
Resources Needed: You should provide examples of fi rst-class levers and second-class levers.
• Extension Activity/Homework Activity: Th e learners will complete the activity at home.
Focus: The learners will learn about drawing a systems diagram to illustrate each position of the load, effort and fulcrum for levers.
ACTIVITY 19
ACTIVITY 20
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D40 SECTION D TEACHING GUIDELINES
Learning activities:
• Discussion: Indicate to the learners the position of the load, eff ort and fulcrum in each of the classes of levers and also show them how to draw the systems diagram for each example.
• Written Activity: Th e learners need to draw the systems diagram
of each class of lever in each example.• Assessment: You need to assess the learners’ answers.• Informal Educator Assessment: You will check the completion of
the tasks, and the correction of tasks.
Additional Resources: You should provide diff erent examples of levers (classes).
ACTIVITY 21 Drawing a systems diagram LB p. 45
Individual
Case StudyTh e learners need to draw a systems diagram to illustrate each position of the load, eff ort and fulcrum for each of the examples given above.
Week 5
Lesson 10Focus: Simple mechanisms The learners will learn about third-class levers.
Learning activities:
• Discussion: You will discuss third-class levers.• Written Activity: calculate mechanical advantage and draw a
systems diagram of each example.• Assessment: You need to assess the learners’ answers and drawings.
ACTIVITY 21
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D41UNIT 3.1 MODULE 3 TERM 1
• Informal Educator Assessment: You will check the completion of the tasks.
Additional Resources: You should provide examples of third-class levers and charts.
ACTIVITY 22 Examples of each class of lever
LB p. 46
Individual
Focus: The learners need to learn about all three classes of lever.
Learning activities:
• Discussion: During the lesson on the discussion of fi rst-class levers and second-class levers divide the learners into groups. Present each group with an example of a lever and ask them to explain where the load, eff ort and fulcrum are in relation to fi rst-class levers and second-class levers.
• Written Activity: Th e learners need to use a table to record their answers:
Example First-class Second-class
• Assessment: You need to check the answers for accuracy and relevancy.
• Informal Educator Assessment: You will check the completion of the tasks.
Additional Resources: You should provide examples of fi rst-class levers, second-class levers and third-class levers.
Case StudyEach learner must bring an example of each of the three classes of lever and investigate how each operates according to the principle of mechanical advantage. Th e learner must also identify the position of the load, eff ort and fulcrum in each of the examples investigated. Th ey should draw systems diagrams of each third-class lever brought to class, and label the position of the load, eff ort and fulcrum on the diagram.Resources Needed: You should provide examples of third-class levers and charts.
Week 6
Lesson 11 and 12In this lesson a practical investigation will be done on levers and linkages. Simple linked fi rst-class levers will be examined, such as a pair of scissors, pair of pliers and hedge-trimming shears. Simple linked second-class levers will also be examined, such as an offi ce punch and nutcrackers. Simple linked third-class levers will be examined, such as most offi ce
ACTIVITY 22
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D42 SECTION D TEACHING GUIDELINES
staplers and a pair of tweezers. Also, more complex linkages will be examined, such as linkages with more than one pivot.
Focus: Simple mechanisms levers and linkagesThe learners will learn about fi rst-class levers and the positioning of the load, effort and fulcrum.
Learning activities:
• Discussion: You will discuss fi rst-class levers with the learners.• Written Activity: Th e learners will complete a table.• Assessment: You will assess the completed tables.• Informal Educator Assessment: You will check the completion of
the tasks and correction of work.
Additional Resources: You should provide examples of fi rst-class levers and charts.
ACTIVITY 23 Linked fi rst-class lever LB p. 46
Individual
Case StudyExamine linked fi rst-class lever, such as a pair of scissors, a pair of pliers and hedge-trimming shears.
First-class lever A pair of scissors
A pair of pliers
Hedge-trimming shears
Characteristics
Diagram
Resources needed: You should provide examples of fi rst-class levers and charts. Th e following photos can be made into posters for these activities.
Load
Fulcrum
Applied force
• Extension Activity/Homework Activity: Th e learners may complete this task at home.
ACTIVITY 23
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D43UNIT 3.1 MODULE 3 TERM 1
Focus: Simple mechanisms levers and linkagesThe learners will learn about second-class levers.
Learning activities:
• Discussion: You will hold a discussion on second-class levers with the learners.
• Written Activity: Th e learners need to complete the table.• Assessment: You will need to assess the completed table.• Informal Educator Assessment: You will check the completion of
the tasks and the correction of work.
Additional Resources: You will need to provide examples of second-class levers.
ACTIVITY 24 Linked second-class levers LB p. 46
Individual
Examine linked second-class levers (Such as an offi ce punch, a bicycle brake calliper, and a nutcracker.).
Second-class lever An offi ce punch
A bicycle brake calliper
A nutcracker
Characteristics
Diagram
Resources Needed: You will need to provide examples of second-class levers and a chart.
• Extension Activity/Homework Activity: Th e learners will complete the task at home.
Focus: Simple mechanisms levers and linkagesThe learners will learn about third-class levers.
Learning activities:
• Discussion: You will discuss third-class levers with the learners.• Written Activity: Th e learners will complete a table.• Assessment: You will assess the learners’ tables.• Informal Educator Assessment: You will check the completion of
the tasks and correction of tasks.
Additional Resources: You will need to provide examples of third-class levers and a chart.
ACTIVITY 24
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D44 SECTION D TEACHING GUIDELINES
ACTIVITY 25 Extension activity LB p. 46
Individual
Examine linked third-class levers (Such as an offi ce stapler, a pair of tweezers and a human arm).
Third-class lever An offi ce stapler
A pair of tweezers
A human arm
Characteristics
Diagram
Resources Needed: You will need to provide examples of third-class levers and a chart.
• Extension Activity/Homework Activity: Th e learners will complete the task at home.
Formal Assessment Task
Week 7
Lesson 13Mini-PAT 1
In this lesson you must explain the mini-PAT to the class. Th is will involve the impact of technology with the scenario where emergency workers use of the Jaws-of-life system to rescue trapped accident victims. For this, the use of pneumatics and hydraulics to enhance human strength will be looked at. Th e learners will do practical investigations in which there will be force transfer between two equal syringes fi lled with 1. air and 2. water. Following this the force transfer between two unequal syringes will be examined, fi lled with 1. air and 2. water.
Focus: Mechanical systems and controlThe learners will learn about hydraulics and pneumatics.
ACTIVITY 25
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D45UNIT 3.1 MODULE 3 TERM 1
Learning activities:
• Discussion: You will discuss pneumatics and hydraulics with the learners.
• Written Activity: Th e learners will record their ideas on the enhancement of human strength using mechanisms.
• Extension Activity: Th e learners may research this topic on the Internet.
• Assessment: Th e learners will do an oral presentation of their ideas for this lesson.
• Informal Educator Assessment: You will check the completion of the tasks.
Additional Resources: You may provide a DVD on extreme machines or an excursion to the fi re department to watch a demonstration on the use of the Jaws-of-life.
ACTIVITY 26 The uses of pneumatic systems LB p. 51
Group
Th e learners need to indicate in what ways and with what equipment pneumatics and hydraulics can be used to enhance human strength. Th ey should record some of their thoughts and ideas in their exercise books, and then discuss this in front of the class in groups.
Resources Needed: Th e learners could use the Internet, books and pictures to study this section further.
• Extension Activity/Homework Activity: Th e learners could research on the internet or in libraries for more information on this topic.
Focus: Mechanical systems and controlThe learners will learn about mechanical systems and control.
Learning activities:
• Discussion: Read and discuss the information on pages 47 to 57 of the Learner’s Book with the learners. Make sure they understand all the words and terms. To demonstrate the power of air and how pneumatic systems work, conduct this simple experiment in the class. Put a balloon underneath a book. Th e open end of the balloon should stick out. Ask one of the learners to blow air into the balloon. Th e learners can then watch how the air (pneumatic power) lifts the book. Th is demonstrates systems and control and mechanical systems.
— Ask the learners to bring pictures to class of anything that uses pneumatics. Examples include drills, diggers, tipper trucks, dental drills and bus or train doors.
— Put the pictures up in the classroom while this section is discussed. — Explain to the learners how pneumatics is used in everyday
lives to solve problems.
ACTIVITY 26
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D46 SECTION D TEACHING GUIDELINES
— Th e learners must come up with some ideas of how they can make use of pneumatics in their designs.
• Written Activity: Th e learners need to answer questions and record their observations.
• Assessment: You will assess the learners based on their orals and assessment worksheets.
• Informal Educator Assessment: You will check the completion of the tasks.
Additional Resources: You need to provide two syringes of equal size, and plastic tubing.
ACTIVITY 27 Investigating pneumatic systems
LB p. 51
Group
Work in small groups and take the following steps to investigate pneumatic and hydraulic systems.What the learners will need:Two syringes of equal size and plastic tubing.
Method:• Th e learners need to push the plastic tube over the tip of one
syringe with the plunger down.• Pull the plunger out of the other syringe and connect the other
end of the plastic tube to the tip of this syringe.• Push the plunger into the syringe and observe what happens. Th e
learners should record their answers in their exercise books.• Th e learners need to pull the plunger out of the second syringe
and fi ll this syringe with water. Th ey should make sure that there are no air bubbles. Push the plunger in and observe what happens.
• Th e learners need to follow the same process with diff erent sized syringes. Th ey should observe and record what happens in their exercise books. Th ey need to discuss, with a partner, what they have learnt in the process.
Th e learners need to answer the following questions in their groups, and record their answers in their exercise book.a. Which works best, the syringe fi lled with air or the syringe fi lled
with water? Give reasons for your answer. Th e water or hydraulic system works best, because water cannot be compressed, hence force distribution is equal in all areas.
b. What happens when you use syringes of diff erent sizes? With a hydraulic system with a small syringe and a large syringe, when you press the plunger on the small syringe, the surface area of the plunger (of the small syringe) is less than the big plunger of the big syringe. Th erefore the small syringe can only push a small amount of water, but it is easier to push. Th e large syringe’s plunger will move less. It has greater mechanical advantage, but less movement.
ACTIVITY 27
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D47UNIT 3.1 MODULE 3 TERM 1
c. Which output force is the greatest, the one with the small syringe or the one with the big syringe? Give reasons for your answer. When you press the large syringe in this system, it is more diffi cult to press as you are moving a large amount of water, but the small syringe’s plunger moves more. Th ere is less mechanical advantage, but the syringe moves more.
Resources Needed: You will need to provide equal sized syringes to the learners.
• Extension Activity/Homework Activity: Th e learners will complete the worksheet at home.
Focus: Mechanical systems and controlThe learners will learn about hydraulics and pneumatics.
Learning activities:
• Discussion: You will discuss hydraulic and pneumatics with the learners.
• Written Activity: Th e learners will write down their observations from the experiments.
• Assessment: You will assess the learners based on their oral responses to questions on the experiment and their fi ndings.
• Informal Educator Assessment: You will check the completion of the tasks and correction of the tasks.
Additional Resources: You need to provide two equal syringes and tubing for the learners.
Week 7
Lesson 14
ACTIVITY 28a Building a pneumatic system
LB p. 53
Individual
Build a simple model of a pneumatic systemInvestigation: Force transfer between two equal syringes fi lled with:1. air2. water.
Th e learners need to connect two identical syringes together with a piece of plastic tubing. Before connecting the tubing they need to make sure that the plunger on one syringe is pulled back all the way while the plunger of the other syringe is completely pushed into the syringe.
Th e purpose of these investigations is to examine the functioning of a pneumatic system and to compare it with that of a hydraulic system.
Th e learners need to dry the plastic syringes and repeat the investigation performed in Activity 25. Th is time they should draw up air into the cylinders instead of water.
ACTIVITY 28a
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D48 SECTION D TEACHING GUIDELINES
1. What similarities exist between hydraulic and pneumatic systems? Both of these systems use pressure to perform work. Hydraulics
uses liquids, which cannot be compressed, to exert pressure while pneumatics uses gasses which are compressed to exert pressure.
2. What diff erence is there between the systems with regard to the eff ective transmission of the pressure?
Pneumatic Systems: Th ese systems have two main features:a) Pneumatic systems use compressed gas such as air or nitrogen
to perform work processes.b) Pneumatic systems are open systems, which exhaust the
compressed air into the atmosphere after use.Hydraulic Systems: Th ese systems also have two main features:a) Hydraulic systems use liquids such as oil and water to perform
work processes.b) Hydraulic systems are closed systems, which recirculate the oil
or water after use. One of the main diff erences between these two systems is that in
pneumatics, air is compressible, whereas in hydraulics, liquids are not. What are the advantages of pneumatics? In pneumatics, a system needs only one power source. Th e work
process creates a lower noise level than hydraulic systems, and pneumatic systems are relatively clean and can operate at high speed. Pneumatic systems also feature lower component costs.
Resources Needed: Th e learners need two equal syringes and tubing for this experiment.
Focus: Mechanical systems and controlThe learners will learn about hydraulics and pneumatics.
Learning activities:
• Discussion: You will discuss hydraulic and pneumatics with the learners.
• Written Activity: Th e learners need to make the following observations from the experiments:
ACTIVITY 28b Investigating transfer between syringes LB p. 55
Individual
In this activity, the learners will investigate the force transfer between two unequal syringes fi lled with:1. air2. water.
1. Th ey will need two sets of unequal syringes, plastic tubing and a liquid (oil or water) to set up this experiment.
ACTIVITY 28b
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D49UNIT 3.1 MODULE 3 TERM 1
Focus: Mechanical systems and controlThe learners will learn about making a hydraulic and pneumatics mechanism.
Learning activities:
• Discussion: You will discuss hydraulic and pneumatics with the learners. They will design and make a hydraulic or pneumatic mechanism that is similar to a Jaws-of-life.
• Written/Drawing Activity: The learners need to provide a drawing of the model to be made, and a description of how the model is to be made.
• Assessment: You will assess the learners based on their responses to oral questions on designing and making process, assessment of the design and assessment of the model according to a set of criteria.
• Informal Educator Assessment: You will check the completion of the tasks and the correction of the tasks.
Additional Resources: You need to provide maths sets, A4 paper, cardboard, syringes, tubing, utility knife and scissors for the learners.
Word list:
large, bigger, master, small, slave, large, piston
2. a. A small force on the small 1) master syringe results in a 2) bigger force on the 3) large slave syringe. You have to move the master 4) piston a 5) large distance to have this effect. At the same time, the 6) large syringe will only move a 7) small amount.
When the large syringe G acts as the master and the small syringe S acts as the slave.
Word list:
driving, further, large, force, distance, force
2. b. A 1) large force over a small 2) distance in G is reduced to a smaller 3) force on S. The piston in S will move much 4) further than that in G. It is also noted that there will be a 5) large change if the small syringe is 6) driving the larger one.
What did they notice about the speed of the pistons: That they move at a slow pace.You will give the learners a worksheet to complete.• Assessment: You will assess the learners based on their responses
to oral questions on the experiment and their findings.• Informal Educator Assessment: You will check the completion of
the tasks and the correctness of the tasks.
Additional Resources: You need to provide two unequal syringes and tubing for the learners.
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D50 SECTION D TEACHING GUIDELINES
Week 8
Lesson 15
ACTIVITY 29 A working model of a rescue device LB p. 56
Group
• Design and make: Th e learners need to work in teams to develop a working model of a hydraulic-syringe powered, linked-lever rescue device using simple materials.
Resources Needed: You will need to provide A4 paper, cardboard, syringes, tubing, utility knife and scissors to the learners.
Focus: Mechanical systems: Writing a design briefThe learners will learn about how to write a proper design brief.
Learning activities:
• Discussion: You will discuss design brief requirements with the learners.
• Written Activity: Th e learners need to write the design brief, stating the specifi cations and limitations.
• Assessment: You will need to assess the learners’ design briefs.• Informal Educator Assessment: You will check the completion
of the tasks.
ACTIVITY 30 Developing your design briefLB p. 56
Individual
Th e learners need to state clearly what their design brief is, and what specifi cations and constraints are required in their building of this project.
Resources Needed: Learner’s Book
Focus: Mechanical systems: Oblique drawingThe learners will learn how to draw the model they are going to make in 3-D oblique projection.
Learning activities:
• Discussion: You will discuss how to draw oblique projection with the learners.
• Written/Drawing Activity: Th e learners will draw the model in 3-D oblique projection.
• Assessment: Assess the learners’ drawings according to the drawing rubric on page 27 of the Learner’s Book.
• Informal Educator Assessment: You will check the completion of the tasks.
ACTIVITY 29
ACTIVITY 30
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D51UNIT 3.1 MODULE 3 TERM 1
Week 8
Lesson 16
ACTIVITY 31 3-D drawing in oblique projection
LB p. 57
Individual
In order to communicate their idea to the rest of their class the learners need to create a 3-D drawing of the idea in oblique projection using dark (visible outlines) and feint lines (construction lines).
Resources Needed: You need to provide A4 drawing paper, maths sets and pencils.
• Extension Activity/Homework Activity: Th e learners will complete the drawing at home.
Focus: Mechanical systems: Single point perspective drawingThe learners will learn about drawing in single point perspective.
Learning activities:
• Discussion: You will discuss single point perspective with the learners.• Written/Drawing Activity: Th e learners need to draw their model
in single point perspective using colour, texture and shading.• Extension Activity: Th e learners should look at books for ideas.• Assessment: You need to assess the completed drawings of the
learners.• Informal Educator Assessment: You will check the completion of
the tasks and the correctness of the drawing.
Additional Resources: You need to provide A4 drawing paper, maths sets and pencils for the learners.
ACTIVITY 32 Sketch in single VP perspective
LB p. 57
Individual
Th e learners need to demonstrate their expertise in being able to sketch in single VP perspective. Th is should be enhanced with the use of two of colours, texture or shading.
Resources Needed: You need to provide A4 drawing paper, maths sets and pencils.• Extension Activity/Homework Activity: Th e learners will
complete the drawing at home.
Focus: Mechanical systems: Orthographic projectionThe learners will learn about orthographic projection with dimensioning.
ACTIVITY 31
ACTIVITY 32
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D52
Learning activities:
• Discussion: You will discuss how to draw a model in orthographic projection with the learners.
ORTHOGRAPHIC PROJECTION
1. A matchbox is given as an example to demonstrate orthographic projection. Remember that the matchbox does not move but we move around the matchbox to get the different views.
3. When we look at the matchbox we look at it in the direction of Arrow A, which represents the front view.
5. Arrow B shows us looking at the match box from the top view.
7. Arrow C shows us the left view of the match box.
2. When we look at the match box we look at it in three directions, from the front = arrow A, from the top = arrow B, and from the side or left = arrow C.
4. This is what the front view will look like if we look at it at right angles. All the measurements are true lengths.
6. This is what the matchbox will look like from the top looking at it at right angles.
8. This is what the matchbox looks like from the side view/or left view.
This is what the completed drawing in orthographic projection will look like.
• Written/Drawing Activity: The learner needs to draw an orthographic projection of the model.
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D53UNIT 3.1 MODULE 3 TERM 1
• Extension Activity: You will need to provide examples of orthographic projection for the learners.
• Assessment: You will need to assess the learners’ drawings of the model in orthographic projection.
• Informal Educator Assessment: You will check the completion of the tasks and the correctness of the drawing.
Additional Resources: You need to provide A4 drawing paper, maths sets and pencils for the learners.
ACTIVITY 33 2-D working drawing LB p. 57
Individual
Th e learners are also expected to develop a working drawing in 2D which will show one view with dimensions to scale.
Resources Needed: Materials for the models.
Extension Activity/Homework Activity
Focus: Mechanical systemsThe learners will learn about how to make models.
Learning activities:
• Discussion: You will discuss model building and safe working techniques with the learners.
• Written/making Activity: Th e learners need to make their models.• Assessment: You will need to assess the learners’ models.• Informal Educator Assessment: You will check the completion
of the tasks.
Additional Resources: You need to provide tools and equipment needed for the learners to build the model.
Week 9TaskTh e learners need to make a simple working model. At a minimum, the Jaws-of-life model may be a simple device representing how any one machine in the Jaws-of-life system (or part) will work using plastic tubing, syringes and cardboard.
Resources Needed: You will need to provide the learners with tools and equipment needed to build their models, plastic tubing, syringes and cardboard.• Extension Activity/Homework Activity: Th e learners will
complete the project at home.
ACTIVITY 33
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D54 SECTION D TEACHING GUIDELINES
Week 10Task continued from Week 9Formal Assessment Task – Test1. Briefly, explain what Technology is. (3) 2. Draw a cyclic representation to explain the design process and
briefly explain each step. (10)3. What do you understand by the terms. a. ergonomics b. aesthetics? (2)4. Using only a pencil and eraser, copy the following picture
freehand onto the grid provided. Insert at least three important dimensions. (6)
5. Redraw the following diagram as accurately as possible. Use measurements given in millimetres. (8)
2525
35
25
60
25
85
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D55FORMAL ASSESSMENT TASK TERM 1
6. Identify the six types of lines shown in the illustration below. (6)
C
D
F
EA
B
7. Draw the following drawing in oblique drawing, making use of the following measurements. Make use of approximate dimensions, for example: A=65mm, B =40mm, C=20mm, D=25mm. (10)
D
B
AY
CC
ZAny angle
(a) GIVEN VIEWS
30°
30°
D
B
A
8. Redraw the following illustration of a room using single point perspective techniques. (10)
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D56 SECTION D TEACHING GUIDELINES
9. Complete the following list in a table format.• Name the equipment shown below (8)• Draw a line diagram with arrows showing the fulcrum, eff ort
and load (24)• Identify the class of lever illustrated (8)
A
C
E
B
D
F
HG
10. State the mechanical advantage of the following levers and state which class of levers it applies to. (20)
a.
c.
b.
d.
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D57FORMAL ASSESSMENT TASK TERM 1
11. Explain the diff erences between a pneumatic and hydraulic system. (2)
12. Say which system provides a better mechanical advantage and state why. (3)
13. Draw a working drawing of the given diagram (below) in fi rst angle orthographic projection. (30)• Insert at least fi ve dimensions.• Approximate measurements making use of your ruler. • Insert the fi rst angle orthographic sign.
Total 150 ÷ 5 = 30
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D58 SECTION D TEACHING GUIDELINES
Formal Assessment Task MemorandumSUMMATIVE ASSESSMENT GRADE 71. Briefly, explain what technology is. (3) Technology is a body of knowledge used to create tools, develop
skills, and extract or collect materials. It is also the application of science (the combination of the scientific method and material) to meet an objective or solve a problem
2. Draw a cyclic representation to explain the design process and briefly explain each step. (10)
1.Identify the
problem2.
Identify criteria and constraints
3.Brainstorm
possible solutions
4.Generate ideas
5.Explore
possibilities
6.Select an approach
7.Build a model or
prototype
8.Refine
the design
3. What do you understand by the terms:a. ergonomics: The study of people and how we live in
our environment. It looks at how we use and design our environment to enhance productivity and comfort in a workplace.
b. aesthetics: This relates to how pleasing or beautiful something is, as opposed to it being only useful, practical or fit for its purpose. (2)
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D59FORMAL ASSESSMENT MEMO TERM 1
4. Using only a pencil and eraser, copy the following picture freehand onto the grid provided. Insert at least three important dimensions. (6)
THE DIAGRAM WILL BE THE SAME AS THIS IS ONLY DONE IN PENCIL
5. Redraw the following diagram as accurately as possible. Use measurements given in millimetres. (8)
2525
35
25
60
25
85
THE DIAGRAM WILL BE THE SAME AS THIS IS ONLY DONE IN PENCIL
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D60 SECTION D TEACHING GUIDELINES
6. Identify the six types of lines shown in the illustration below. (6)
C
D
F
EA
B
A. Visible outlineB. Hidden detail lineC. Centre linesD. Section linesE. Extension linesF. Dimension lines
7. Draw the following drawing in oblique drawing, making use of the following measurements. Make use of approximate dimensions, for example: A=65mm, B =40mm, C=20mm, D=25mm. (10)
D
B
AY
CC
ZAny angle
(a) GIVEN VIEWS
30°
30°
D
B
A
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D61FORMAL ASSESSMENT MEMO TERM 1
8. Redraw the following illustration of a room using single point perspective techniques. (10)
9. Complete the following list in a table format.a. Name the equipment shown below (8)b. Draw a line diagram with arrows showing the fulcrum,
eff ort and load (24)c. Identify the class of lever illustrated (8)
a. NAME OF EQUIPMENT
b. LOAD; EFFORT; FULCRUM c. CLASS OF LEVER
A. shears
L
EF
First-class lever
B. hammer
E
FL
Third-class lever
C. G-clamp
L
F E
First-class lever
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D62 SECTION D TEACHING GUIDELINES
D. hydraulic jack
LE
F
First-class lever
E. trolley
L E
F
Second-class lever
F. heavy-duty stapler
E
F
L
Third-class lever
G. wing corkscrew
L
E
F
Second-class lever
H. rivet gunFL
E
First-class lever
10. State the mechanical advantage of the following levers and state which class of levers it applies to. (20)a. MA = 2 : fi rst classb. MA = 4 : Second classc. MA= 3.5 : second classd. MA= 7 : First class
11. Explain the diff erences between a pneumatic and hydraulic system. (2)• A hydraulic system works with pressure created by fl uids,
such as brake fl uid or hydraulic oil. Th is is pressure created by fl uid (liquids). Oil is incompressible.
• A pneumatic system works about the same, however the pressure is created by compressed air. Air can be compressed.
12. Say which system provides a better mechanical advantage and state why. (3)
Hydraulic – because the oil that is used as a fl uid cannot be compressed and forms an even distribution through the cylinders.
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D63FORMAL ASSESSMENT MEMO TERM 1
13. Draw a working drawing of the given diagram (below) in fi rst angle orthographic projection. (30)• Insert at least fi ve dimensions.• Approximate measurements making use of your ruler. • Insert the fi rst angle orthographic sign.
Total 150 ÷ 5 = 30
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D6464 B1
Mini-Practical assessment taskIn the course of the term the learners will learn about graphic communication. This will enable them to use first angle orthographic projection, draw three different views and use scale, dimensions and line types. The five forces, static and dynamic forces, and their action on structures will be discussed. The effect of even and uneven loads will be examined as will the properties of various construction materials. They will then solve a particular problem facing a community living on the far side of a river from a city. As teams they will be required to compete for the contract to solve the problem.
For the mini-PAT the learners will come up with designs for a new cell phone tower in the area close to the school. The existing reception in the area is very bad, there are very few landlines in the area and most people rely on their cell phones as a way of communication. However, the community is very concerned about the impact which this tower could have on the environment. It wants the tower to blend in as far as possible with the environment. The learners will be divided into teams for the mini-PAT and each member will be assessed on the part he or she played in the investigation, designing and making process.
TERM
2
D64
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D65UNIT 3.1 MODULE 3 TERM 2 65
Here is an analytical rubric to assess design capability in the mini-PAT at the end of this module:The learner is able to:LEVELS OF COMPETENCE
Exemplary Competent Developing, but not yet mastered
Progressing Progressing
5 4 3 2 1Generate and develop design ideas
Using drawings reflectively to generate new ideas
Progression of ideas across or within drawing
Design ideas are generated but not developed
Simple sketch showing object to be made
Drawing a picture not designing a product
Explore the possibilities of the problem/the need
Combining novel solutions to produce innovative design
Using drawings to develop novel design solution/s
Recording possible creative solution/s to the task
Stereotypical response, showing little creative thought
Design possibilities are not addressed in the drawing
Address the constraints of the problem/need
Task constraints treated as part of iterative process
Task constraints considered as the design proceeds
Records way to address task and/or client needs and wants
Drawing shows some understanding of task constraints
Minimal understanding of task/user needs
Plan the look of the product
Ideas about finishing are developed within overall designing
Ideas about finishing are added to design while drawing
Overall decoration scheme considered
Little consideration of final appearance of product
Appearance of the product is not considered
Communicate design ideas
Clear enough for somebody else to make the product
Conveys sense of the object to be made e.g. Working drawing
Conveys some sense of the object to be made e.g. indicates the materials
Simple unlabelled sketch(es); relying on shared meanings
Use of narrative or other drawing genre
Plan construction
Constructional issues considered on route to final design
Drawing demonstrates consideration of construction
Drawing indicates some consideration of construction
Minimal consideration of construction while drawing
Yet to define the design task
Evaluate while drawing
Changes made as a result of considering design drawings
Decisions made about product while drawing
Considered and rejected a range of designs
Minimal evaluation at drawing phase
Yet to define the design task
Provide a basis for making
Using drawings as a resource during making
Clear development path through drawing into making
Object is one of the ideas drawn
Product relates to ideas recorded in the drawing
Making an object seen as separate new activity
Comments to improve the learners’ performance in design capability:
D65
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SECTION D TEACHING GUIDELINESD66
Unit 14
Module Structures
Unit 4.1 Introduction to structures
Week 1
Lesson 1The learners will look at the definition and purpose of structures to contain, protect, support and span. They will also look at the classification of structures, namely natural and man-made. Read through the introduction with the class as this will familiarise them with the area to be covered and will remind them of the previous term’s work. The following resources will be required during the course of the term:• Ice-cream sticks• String • Matches• Stiff cardboard (10 large sheets)• Punch• 30 paper fasteners• Newspapers (large pile)• Sticky tape• 10 tiles• Straws• Sosatie sticks• Dowel sticks• Wooden sticks used for stirring tea/coffee• Elephant grass• Thin strips of thick cardboard• Wire• Cardboard
What is a structure?Discuss the various structures which can be seen in your classroom, the school buildings and the buildings around your school. Before opening the Learner’s Book ask the learners why we build structures of different kinds. Look at the differences between natural and man-made structures by comparing a tree with a house. Discuss the different purposes of a structure, such as to support, span and protect. In the class discussion answer the questions about structures in the Learners’ Book.
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D67UNIT 4.1 MODULE 4 TERM 2
ACTIVITY 1 The purpose of structures LB p. 61
Pairs
1. Hold, span2. Enclose, contain3. Protect, enclose4. Span, support5. Protect, hold6. Support7. Span, hold8. Contain
Discuss with the class the diff erence between natural and man-made structures giving and asking for responses and examples from the environment. Discuss the human skeleton and how it supports the body, and a bee hive and the function it serves for bees. Also discuss how the structures of a ladder and a car function.
Week 1
Lesson 2
ACTIVITY 2 The classifi cation of structures: man-made and natural LB p. 62
Pairs
1. Natural2. Man-made3. Natural4. Natural5. Man-made6. Natural
Look at the examples of the diff erent types of structures and discuss how they diff er. Refer back continuously to the basic purposes of a structure covered in Activity 1.
Th e learners will look at types of structures, such as shell, frame and solid structures.
Types of structuresRemind the class that diff erent structures have diff erent purposes. Revise briefl y the various functions of structures. Now, as a class, read and discuss the defi nitions of frame, solid and shell structures. Th e learners will complete the Self-assessment Worksheet on page 64 of the Learner’s Book individually. Remember to help those learners who struggle to write down their answers by asking another learner to act as a writer for them. You may also get the learner to tape his/her answers on a computer or tape recorder.
ACTIVITY 1
ACTIVITY 2
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D68 SECTION D TEACHING GUIDELINES
For the following week you must make sure that the following resources are available so that the learners can conduct their action research in Lesson 4:• Ice-cream sticks• Piece of string • Matches• Stiff cardboard (10 large sheets)• Punch• 30 paper fasteners• Newspapers (large pile)• Sticky tape• 10 tiles
Self-assessment worksheet
Structure Frame Shell Natural Manufactured Function
Balloon X X Entertainment
Skeleton X X Support the body
Eiffel Tower X X Tourism
Egg X X Protection
Igloo X X Shelter
Tent X X Protection
Cultivation tunnel X X Protection
Unit 4.2 Frame structures
Week 2
Lesson 3Th e learners will investigate a cell phone tower as a frame structure. As a Case Study existing towers will be examined and how they are strengthened by triangulation. Th ey will do an evaluation worksheet on the advantages and disadvantages of landline as opposed to a cell phone.
ACTIVITY 3 Investigate: Cell phone tower: Case Study LB p. 65
Th is lesson will guide the learners towards a deeper understanding of frame structures. It will also enable them to discover how the structure has been reinforced by using triangulation. Th e learners will examine the various pictures provided and discuss these questions in groups.
1. Th e base of the structure is usually larger or broader than the top.2. Th is makes the structure more stable.3. Th ey are made of steel or a steel alloy, sometimes in the old days,
wood was used to make these structures.
ACTIVITY 3
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D69UNIT 4.2 MODULE 4 TERM 2
4. Th e materials need to be very strong, rust proof and weather resistant.
5. Triangulation and cross bracing has been used.6. Th e structure has been reinforced with a framework.7. It is light and strong.8. Yes: because cell phone coverage will be available. No: because it
looks ugly and it might cause radiation,9. Accept answers that show a knowledge of what has been covered,
or that demonstrate thought.
ACTIVITY 4 Evaluation LB p. 66
Group
Here the learners will investigate the advantages and disadvantages of a cell phone and a landline phone. Th ey must divide into groups of three to four and discuss the advantages and disadvantages of both types of phone. A learner should be appointed in the group to write down key ideas. You must organise and write the ideas on the board.
LANDLINE ADVANTAGES MOBILE ADVANTAGES
Cheap Many applications
Diffi cult to break Mobile
Available all the time Easy to transport
Diffi cult to steal Available all the time
Useful in an emergency anywhere
LANDLINE DISADVANTAGES MOBILE DISADVANTAGES
Not mobile Easy to steal
Few applications Can be expensive to run
No screen Signal not always available
No SMS facility Danger from radiation
No InternetDisrupt face-to-face communications
Week 2
Lesson 4Th is lesson involves action research in which there are three practical activities to stiff en a structural material by 1: tubing, 2: folding, and 3: triangulation.
You must explain the idea behind action research carefully to the class. It involves research in the form of experiments from which the learners will be able to work out information about the section of work they are studying. It is essential that the learners understand that they must conduct the experiments accurately and record their results.
You must emphasise that the results of the experiments will enable the learners to carry out a successful mini-PAT. Th is is because these
ACTIVITY 4
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D70 SECTION D TEACHING GUIDELINES
experiments provide them with the skills they will need for the mini-PAT. To complete these experiments, divide the learners into groups of four and each group will conduct one experiment. Th ey will then report back to the class on their fi ndings.
Discuss the various roles in a group:• Th e group should choose a leader who is in charge of all the members
and who should make sure that everybody works well together.• Th e time keeper will make sure that the work is completed in time.• Th e recorder will make sure that the results are written accurately.• Th e doer/s will make sure that the experiment is carried out
properly.• Th e group must be prepared to explain how it carried out its
experiments to the rest of the class and what its fi ndings were.• Th e group must also be prepared to answer any questions asked by
other groups.
Th e activities are Activity 5, 6, 7 and 8.You must make sure that all of the resources needed for the
experiments are available. Learners must then report back to the class about exactly what they did and the results of the experiment.
ACTIVITY 5 Triangulation LB p. 67
Group
In this activity the learners will carry out an experiment to show that triangulation is an eff ective way of strengthening a structure. Th ey will also conduct an experiment to test the rigidity of diff erent shapes. Th is will infl uence how they make their cell phone towers for the mini-PAT. From this they will be able to see the connection between the number of sides and the number of strips required to reinforce the triangular shape. Next they will need to explain the idea of a truss to the class. Th en they will make an example of a gusset plate and explain how it works and why it is necessary.
ACTIVITY 6 Towers of strength LB p. 69
Group
Th is activity can be carried out by a minimum of two groups or more. It can be in the form of a competition, where the learners are required to build a tower of newspapers which is able to carry a load of tiles (the more, the better) on a platform, as far off the ground as possible. Th is will enable the groups to discover the uses of triangulation and strengthening techniques.
ACTIVITY 7 Tubing and folding LB p. 69
Group
Th is experiment can be done by two or more groups depending on the size of the class. Th ey will discover that hollow tubes are less
ACTIVITY 5
ACTIVITY 6
ACTIVITY 7
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D71UNIT 4.2 MODULE 4 TERM 2
expensive than solid tubes and can resist bending as much as solid tubes. Also, they will discover that several sheets of card are stronger than one, as lamination and folding add strength. Folding also adds strength, and triangular and cylindrical tubes are very strong.
ACTIVITY 8 Experiment to test the strength of different shapes LB p. 71
Group
Th is activity will reinforce the learner’s knowledge about the diff erent shapes and how strong they are compared to each other.
Self assessment worksheetYou need to explain the value of self assessment, as it is very important that the learners take responsibility for their own learning. Th is worksheet will give them an idea of where their strengths and weaknesses lie at this point in the learning process. Once this self assessment has been completed they may ask you for help or reinforcement about the areas covered.1. Laminate, corrugate and use of certain shapes in the structure.2. To laminate something you glue several layers of material together
to strengthen it. To corrugate a material you fold and insert it between two layers to strengthen the layers.
3. Hollow tubes are less expensive and lighter than other materials.4. It was built using indigenous trees and rope. Th e trees were cut
down and then a framework of the larger trunks was built with upright stakes dug into the ground. Smaller and thinner branches and trunks were stripped of their leaves and placed close together. Th ey were then tied into position using rope which was braided from the vegetation. Larger trunks were then lashed to the framework horizontally to make the fence stronger.• No. Th icker ones are used for greater strength.• It is reinforced using the rope and the horizontal trunks.
5. Laminate layers together, and then varnish them.6. A square needs a diagonal member A to C added, a six-sided
fi gure needs three members, AC, FD, FC; a fi ve-sided fi gure needs only one strut; and a triangle needs nothing as it is a strong shape and does not distort.
7. Beam A in Figure 4.16 is good as the centre is reinforced and the load is spread by the upright section of the ‘I’ shape, and also is reinforced by the horizontal bars of the ‘I’ shape to distribute the load.
8. DB and AF9. A cell phone is useful if your car breaks down on a freeway far
away from towns or houses. It is also useful when there is an emergency and you need to contact someone urgently. It means help is close at hand wherever you are.
10. Th e concrete beam is acting as a lintel, spreading the load of the bricks in the wall above the doors to prevent it from collapsing. Th e wall is being held upright by the buttresses which prevent the
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wall from falling over, if force is exerted against it. The buttresses are pushing against the wall, preventing the force of any material on the other side of the wall from pushing it over.
11. The centre of gravity is lower in the second shape making it more stable. The base is also much larger than the top, which increases the stability of the structure.
12. One strut; one diagonal strut is needed in each square.13. A is the most stable, C is the least stable.
Unit 4.3 Investigate structures
Week 3
Lesson 5
Investigating design issues
In this week the learners will learn the different names given to various parts of a structure.
It may be necessary to include in the discussion the five different forces at work in structures. You should remind the learners that these forces need to be taken into account when designing and building a structure. Below is information on the five forces to revise briefly with the class.
ForcesThere are five main forces that act on structures:
1. Compression This force pushes the members of a structure
together or towards each other. Struts usually use compression to keep a structure in position.
2. Tension This force tries to pull members apart. For
example when someone jumps on a trampoline, the material stretches and pulls on the springs.
3. Torsion Torsion is a force that causes twisting and
can make the members of a structure spin or distort. You use torsional force to close a tap.
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D73UNIT 4.3 MODULE 4 TERM 2
4. Bending A bending force causes a structure to bend.
A beam is a part of a structure which resists bending.
5. Shearing (or tearing) A shearing force pushes at right angles to the
structure and causes it to break or split. A pair of scissors uses shearing force to cut paper.
CASE STUDY 1: Cell phone towersDuring this week the learners will conduct three case studies. Th e fi rst will look at the structural elements of cell phone towers and discuss the design issues such as visual pollution, stability, base size and centre of gravity.
While the learners look closely at the cell phone towers, discuss the following with them: Th e broader the base is the better the tower supports its height. Also discuss how the structures reinforced with guys, concrete, steel triangulation and cross-bracing are strengthened.
ACTIVITY 9 Cell phone towers: Structural elements LB p. 77
Group
Th e groups must appoint a learner to write down their ideas and then be prepared to report back to the class. You must discuss and write the fi ndings on the board.
In this activity the learners must look at the cell phone towers.1. Th e learners should identify the parts of the structure such as
beams, struts, ties, stays, guys, triangulation and buttresses.2. Th ey should understand how the parts of the structure stabilise it
and add to its stability.3. Th e learners should identify which features one should use as
reinforcement techniques in the structures, such as guys, stays and struts.
4. Th ey should identify the centre of gravity in the structure, which is where its main weight is centred.
5. Discuss these characteristics with the class.6. Establish that the learners need to know these things for their
assignment.7. Discuss with the learners which design they like the most.8. Discuss with them which design they think is the best for the
environment.
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Unit 4.4 The impact of technology
Week 3
Lesson 6In this week the learner will look at how visual ‘pollution’ can be a design issue.
Discuss with the class their understanding of the word ‘pollution’ and then what the word ‘visual’ means. From their answers ask them to put the two words together and come up with a defi nition of the idea of visual pollution.
Pollution means littering the environment with waste products. Visual pollution is pollution which is unnecessary and pollutes the visible town or landscape, such as advertisements and buildings which spoil the skyline or block the view. Th ey are intrusive and detract from the architecture. Th ey are too busy visually. We can avoid this by passing municipal by-laws to control the building of large structures. Th ey need to blend in so that the whole landscape looks more pleasing. Factors to be considered for buildings are: height, width, colour, subject material, composition of structures and their eff ect on the environment.
All of the above examples are refl ected in the following pictures, and a discussion will involve advertising and the role of advertisements in our society and environment. Th is will include the questions: where and when should advertisers be allowed to advertise and who should make these decisions?
ACTIVITY 10a Investigate visual pollution LB p. 78
Individual
1. It is the visual littering of the environment with visuals such as advertisements, signs and buildings which spoil the skyline and block the view. Th ey are intrusive and detract from the view.
2. Too many advertisements on a building, a cell phone tower obsructing the view.
3. Yes, because they are cluttered with advertisements that destroy the environment and the smog obstructs the view.
4. We can pass laws to control what is put up on buildings to ensure that new buildings fi t into the landscape and we can prevent smog from factory chimneys.
5. So that they please the eye.6. Th e size, shape and form of the adverts or buildings and how they
will impact on their environment.7. Adverts, signs, smog, electric power lines.
ACTIVITY 10b Investigate visual pollution (continued) LB p. 79
Individual
1. Advertisements
ACTIVITY 10a
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2. To advertise business products3. Businesses who sell these products4. Th e municipal signage section which falls under the city planning
department.5. We need to make sure that the signage does not overrun the area
and that fi ts in with the architecture and the area.6. No, the last picture features smog or air pollution.7. It can be avoided by controlling the emissions from factories and
industries.
Week 3
Lesson 6Th e learners will do Case Study 2 involving the features of a school desk. Th is will include writing a design brief with specifi cations for a school desk. Th ey will also do Case Study 3 in which they examine an existing product, namely a radio or cell phone. Th ey will list the features and write a design brief for the product.
ACTIVITY 11 CASE STUDY 1: The advantages and disadvantages of desks LB p. 80
Individual
Now let the learners look at the pictures of the desks and answer the questions. • One desk is almost fl at, the other is slanted.• It depends on the age of the person who will use the desk.• Once again it depends on the user.• Each desk must be wide enough for the user to be seated comfortably.• Th ere is no strain and the user should not accomplish less work than
he/she would with a more comfortable desk.• Probably wood or a similar composite.• It is not slanted, there is not enough packing space, tables can be
pushed together. Desks tend to be heavier and take up more space.• It is easier to store things in them, they can cause injury if the lid
is dropped, and they are heavier.• Rounded tubing is cheaper, more durable and move easily
manufactured than square tubing. Because it doesn’t have square edges it is less likely to cause damage to the fl oor or discomfort/injury to the user.
ACTIVITY 12 Write a design brief LB p. 81
Pairs
In pairs the learners must identify the features of the desk:• Th e surface of the desk• Th e lid (if it has one)• Th e legs• Th e storage area• Th e seating if it is attached
ACTIVITY 11
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Explain to the learners that in order to begin building any product that solves a problem a design is needed, which requires a design brief. Th e design brief sketches a scenario of a real life problem which needs to be solved. Th e problem is outlined in detail with certain rules included. Remind the learners to ask themselves:• What is the problem?• Who will use the product?
SCENARIO:The intake of Grade 1 learners has far exceeded the expected
number, and so the Grade 7s have been asked to design and make
desks which will be suitable for them to use. The desks will be used
in the Grade 1 classroom.
SPECIFICATIONS:• Th e desk must be suitable in size for a Grade 1.• It must be sturdy and hard wearing.• It must be water resistant.• It must be made as inexpensively as possible without
compromising the above specifi cations.• It must have/not have a lid.• It must have/not have storage space.• It must be easy to move.• It must be easy to place alongside other desks in a group.• It must be easy to maintain and clean.• It must be attractive.
Ask the learners to look at the desks at which they are seated and briefl y discuss with them the advantages and disadvantages of these desks. Ask for suggestions on how the desks could be improved.
ACTIVITY 13 CASE STUDY 2: The features of a radio or cell phone LB p. 81
Pairs
Discuss with the class how a cell phone works. As a class discuss Alexander Bell’s phone and inspect what the fi rst cell phone looked like and how it has changed over time. Th e learners will now work in pairs and list the features either of a cell phone or a radio. Th ey must then write a design brief for that radio/cell phone. Specifi cations must be included. Discuss the rubric against which they will be assessed.
DESIGN BRIEF 4 3 2 1 COMMENTS
Problem is stated in simple sentences
Solution is described simply
The function of the product is described
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D77FORMAL ASSESSMENT TASK MINI-PAT 2 TERM 2
DESIGN BRIEF 4 3 2 1 COMMENTS
The user is described
The context is described
SPECIFICATIONS:
Were there specifi cations with regard to size?
Were there specifi cations with regard to features?
Were there specifi cations with regard to attractiveness of the design and its use?
Were there specifi cations with regard to price?
Were there specifi cations with regard to the target market and durability?
Were there specifi cations with regard to attractiveness of design (aesthetics) and convenience of use (ergonomics)?
Mini-PAT 2
You must spend time explaining the mini-PAT to the class. First the scenario must be explained:The local community has approached you as a school to come up with designs for a new cell phone tower in the area close to the school. The existing reception in the area is very bad and there are very few landlines in the area and most people rely on their cell phones as a means of communication. However, the community is very concerned about the impact this tower could have on the environment. They want the tower to blend in as far as possible with the environment. You will be divided into teams for the mini-PAT and each member will be assessed on the part they played in the investigation, and in the designing and making process.
Each of you will be required to produce the following:
• A design brief with the specifi cations for the new cell phone tower.
• Two freehand sketches showing two different designs in 3D for the tower.
• One idea must use oblique projection.
• The other must use single vanishing point perspective.
• You must adapt your idea after the team has assessed it.
• You must list the resources to be used.
• You must list the tools to be used.
• You must do a working drawing for the cell phone tower showing one face in 2D.
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The team:
• will choose the best idea and adapt it
• will build the model using safe working practices
• must develop a rubric to evaluate the other teams’ models
• must plan a joint strategy to present the model and plans
• must present their design sketches, modifi cations, plans and models to the class
• each team member must explain his/her role in the work
• must draw a poster giving an artist’s impression of their tower using single vanishing point perspective.
In addition:
• Each team member must keep a portfolio of their work for the mini-PAT.
• The mini-PAT will account for 70% of the term mark.
During the next couple of weeks the learners will be focussing on the mini-PAT. Tell them that this is the task for which they have prepared during the previous activities. It has been designed to give the learners the opportunity to develop and demonstrate their levels of ability. Teamwork will play an important role in the mini-PAT and that is why many of the previous activities have been structured in groups. Divide the class into teams for the mini-PAT. Go through the following roles of each member of the group:
• The leader will be chosen by the members of each group. He/she must be able to motivate the group and make sure that the group works together.
• The time keeper will make sure that the group keeps to the time deadlines and completes the task on time.
• Each member must take responsibility for completing their sections of the task.
• If there are disagreements the leader must attempt to iron them out. Failing that, your advice must be asked.
The following resources must be collected by you and the teams must decide which of these they will use. They may decide on other resources which they will then need to access:
• Straws
• Sosatie sticks
• Dowel sticks
• Wooden sticks used for stirring tea/coffee
• Elephant grass
• Thin strips of thick cardboard
• Wire
• Cardboard
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D79UNIT 4.5 MODULE 4 TERM 2
Unit 4.5 Design skills in structures
Week 4
Lesson 7Th e learners need to examine the scenario of cell phone towers, which are built everywhere using materials to ensure stability, strength and rigidity (stiff ness).
Th e individual learner needs to write the design brief with specifi cations for a new cell phone tower. At a minimum, the cell phone tower should consist of struts made of found materials like elephant grass or rolled paper dowels. It should show reinforcement using triangular webs, gussets and internal cross-bracing. One of the design ideas must involve disguising the tower so that it blends in with the environment, avoiding visual pollution.
In this week the learners will be writing a design brief for their own cell phone tower. Th ey will use the drawing skills learnt in the fi rst term to produce two freehand sketches in 3D, one using oblique and the other using a single vanishing point perspective. Th ey will also need to take into account the element of visual pollution when designing their tower. Refer them back to the work done earlier in the term on visual pollution.
ACTIVITY 14 Write a design brief for a new cell phone tower LB p. 84
Individual
Discuss the rubric for the cell phone tower in detail with the learners so that they understand very clearly what is expected of them.
Week 4
Lesson 8In this lesson the learners need to sketch their initial ideas. Th e individual learners will draw freehand sketches to show two diff erent design ideas in 3D for a cell phone tower to be erected near the school. Th ey will draw one idea using oblique projection and the other idea using single vanishing point perspective.
ACTIVITY 15 Sketch the initial ideas for a new cell phone tower LB p. 85
Individual
Th e learners will now work on at least two freehand sketches showing diff erent design ideas in 3D. Explain to them that they should use the drawing skills learnt in Term 1 to sketch the cell phone tower. Th ey must also bear in mind the impact of the tower visually on the environment. Refer back to the previous work done on visual pollution earlier in the term.
ACTIVITY 14
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You must move around the class providing assistance and suggestions where needed.
Unit 4.6 Design ideas
Week 5
Lesson 9In this lesson the learners need to form groups to examine and discuss the various design ideas of the individuals in the group. Th ey will evaluate the sketches of each individual to determine the advantages and disadvantages of each design. Th e individual learners will then adapt their own design ideas in terms of the group evaluation, making any necessary improvements. Th ey will also produce a list of the resources and materials needed to build the tower. You must remind them about safety factors before they begin building their models.
ACTIVITY 16 Discuss and evaluate your design ideas LB p. 86
Group
Th e learners must be divided into groups of fi ve to discuss the design ideas of each member.
Remind them to be constructive and helpful in their evaluation.Th ey must list the advantages/disadvantages in the table provided.
Each learner will now modify his/her drawing according to the recommendations.
Week 5
Lesson 10In this lesson the learners look at the making process, which includes working drawings, choosing materials and tools, and building the model.
Measuring and simple tool skills must be developed. Th e learners need to understand that safe, cooperative working is a key skill and is needed in the world of work. Each learner will list the resources to be used and draw a working drawing for the cell phone tower showing one face in 2D.
ACTIVITY 17 Create working drawings for the tower LB p. 88
Individual
Th e learners now individually create working drawings of the tower.Th ey must list the resources and tools needed to make the tower.It might be good for them to look at the resources available to them, and in their groups to discuss the advantages and disadvantages of four of the resources listed. Remind them that they may use other resources as well.
ACTIVITY 16
ACTIVITY 17
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D81UNIT 4.7 MODULE 4 TERM 2
Unit 4.7 Making skills
Week 6
Lesson 11During this week the learners will select the best plan or design of their team. Th ey will develop the design they chose by consensus from the plans drawn by each group member. Th ey will then plan a joint strategy and design a poster to show an artist’s impression of the cell phone tower using a single vanishing point perspective. Th ey will also begin building the model, bearing in mind safe working practices. Th e team adapts a fi nal plan (working drawing) from these inputs and assesses them informally. Th is will test their making and evaluation skills.
Unit 4.8 Evaluation skills
ACTIVITY 18 Choosing a design LB p. 90
Group
Th e learners will return to their group and through discussion they will choose one of the fi ve drawings which the team agrees will be the best to make.
Discuss with the learners:• As a team they must be able to explain why they chose that
drawing in particular.• Emphasise the length of the presentation time.• Discuss the importance of a team strategy.• Each learner must explain his/her role.• A poster must be designed.• Th e team must draw up its own rubric to assess the other
teams’ work.• Th e team must plan a joint strategy to present its model and plans.
Unit 4.9 Making skills
Week 6
Lesson 12
ACTIVITY 19 Building the model LB p. 90
Group
Th is is when the learners will build the model, according to the design brief, remembering to use safe working practices. Discuss the checklist
ACTIVITY 18
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D82 SECTION D TEACHING GUIDELINES
with the learners so that they can monitor their progress and make sure that they fulfil all the criteria against which they will be assessed.
Included here are some more safety tips which you may want to discuss with the class.
SAFETYTools:• The tools should be kept sharp: unnecessary force could lead
to accidents.• Never use a file without a handle as it could cause cuts and
scrapes.• Hammer heads should be firmly wedged onto their handles.
Clothing:• Sleeves should be buttoned or rolled up out of the way.• Ties should be tucked into shirts.• Shoe laces should be tied.• Long hair should be tied up.
Electricity:• Never use faulty or frayed cords, or equipment with loose
connections.• Always switch off the current when not in use.• Never make repairs yourself, but ask an expert.
General:• Put all tools back when not in use.• Pick up any scraps or off-cuts.• Clean up oil or paint spills immediately.• If accidents occur, seek first aid immediately.• Always report all accidents, even if small.• Wash hands thoroughly after using oil, turps, thinners
and varnish.• Enter the room sensibly.• Do not interfere with the work of other learners.• Always get your teacher’s permission before using equipment.
EXTENSION ACTIVITYIn a group of four or five, choose one of the sections on safety and give a reason for each point. Present these to the class as a poster. This can then be put up in the technology room for other learners to look at.
Week 7
Lesson 13During this week the learners will continue building their models and work in their groups to develop a rubric to evaluate the other teams’ models and plans. Work must continue on the poster and on the presentation for the rest of the class. It needs to be reasserted that they need to use safe working practices. They should look again at
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D83UNIT 4.7 MODULE 4 TERM 2
their checklist to ensure that their progress is good and that they are fulfi lling all the criteria against which they will be assessed.
ACTIVITY 20 Building the model (continued) LB p. 91
Group
Th is is a continuation of the building lesson.
Week 7
Lesson 14
ACTIVITY 21 Evaluation skills LB p. 91
Group
Th e learners continue to work in their teams, and develop a rubric to evaluate the models and presentations of the other teams. Th ey will also design their posters and prepare their presentations as a group. Th is will test their communication and evaluation skills.
Week 7
Lesson 15 and 16During these weeks the learners must continue to work on their poster and on their presentations.
In these lessons the learners will give their presentations of fi ve minutes per team. Th ey will have planned a joint strategy to present their model and plans in which they present their design sketches, modifi cations, plans and models to the class.
Each learner will explain the role he or she played, and share the role of spokesperson. Learners can enhance their presentation using posters that give an artist’s impression of their completed cell phone tower in position near the school, which should be drawn using single VP perspective. During the team presentations, each team uses its rubric to assess presentations of at least two other teams.
ACTIVITY 22 Tips for your poster and presentation LB p. 92
Group
Go through the reminders about the posters and presentation. Learners must complete the rubric for the assessment of the other teams’ models.
Learners must make sure they have their presentations well organised.
Week 8
Lesson 17In this lesson the learners will do their term test.
ACTIVITY 20
ACTIVITY 21
ACTIVITY 22
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D84 SECTION D TEACHING GUIDELINES84 B1
Mini-Practical assessment taskRemember at the end of this term the learners will be doing their mini-PAT and a test. This is designed to give them the opportunity to develop and demonstrate their ability (or capability) as they progress through the task’s activities. These tasks are based on the design process which is Investigate-Design-Make-Evaluate-Communicate.
It is important that the learners are told about the mini-PAT before they start the term’s work. They will be able to focus more specifically on the concepts and skills that they learn because they have this end in mind! They should also be told about the recycling project they are going to run at the school. It might even be an idea to start the recycling project in Term 2 and also set up a recycling spot where the waste is collected neatly and out of sight.
The learner must present the full design process in Term 3 of Grade 7. The resources for the mini-PAT are the responsibility of the school so before you start this module make sure that you have all the resources you require. You must supervise the mini-PAT as the learners cannot take this part home and complete it there. The mini-PAT is also assessed by you.
TERM
3
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D85UNIT 4.7 MODULE 4 TERM 3 85
Here is an analytical rubric to assess design capability in the mini-PAT at the end of this module:The learner is able to:LEVELS OF COMPETENCE
Exemplary Competent Developing, but not yet mastered
Progressing Progressing
5 4 3 2 1
Generate and develop design ideas
Using drawings reflectively to generate new ideas
Progression of ideas across or within drawing
Design ideas are generated but not developed
Simple sketch showing object to be made
Drawing a picture not designing a product
Explore the possibilities of the problem/the need
Combining novel solutions to produce innovative design
Using drawings to develop novel design solution/s
Recording possible creative solution/s to the task
Stereotypical response, showing little creative thought
Design possibilities are not addressed in the drawing
Address the constraints of the problem/need
Task constraints treated as part of iterative process
Task constraints considered as the design proceeds
Records way to address task and/or client needs and wants
Drawing shows some understanding of task constraints
Minimal understanding of task/user needs
Plan the look of the product
Ideas about finishing are developed within overall designing
Ideas about finishing are added to design while drawing
Overall decoration scheme considered
Little consideration of final appearance of product
Appearance of the product is not considered
Communicate design ideas
Clear enough for somebody else to make the product
Conveys sense of the object to be made e.g. working drawing
Conveys some sense of the object to be made e.g. indicates the materials
Simple unlabelled sketch(es); relying on shared meanings
Use of narrative or other drawing genre
Plan construction
Constructional issues considered on route to final design
Drawing demonstrates consideration of construction
Drawing indicates some consideration of construction
Minimal consideration of construction while drawing
Yet to define the design task
Evaluate while drawing
Changes made as a result of considering design drawings
Decisions made about product while drawing
Considered and rejected a range of designs
Minimal evaluation at drawing phase
Yet to define the design task
Provide a basis for making
Using drawings as a resource during making
Clear development path through drawing into making
Object is one of the ideas drawn
Product relates to ideas recorded in the drawing
Making an object seen as separate new activity
Comments to improve the learners’ performance in design capability:
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D86 SECTION D TEACHING GUIDELINES
All of the materials and tools the learners need before you start the lesson in week 1 must be ready. Before presenting any of the lessons, as a teacher, you must make sure you have tried out the experiments of putting the circuits together yourself. You cannot expect the learners to know how to do this if you cannot carry out the exercises yourself!
Here are the materials you should have ready for Week 1:• A variety of magnets• Iron filings• Plastic bags that seal for storing iron filings• Wood, plastic, copper, nickel coins and similar objects• Posters of different magnets and different articles or pictures of
interest about magnets• Books on magnetism
Before starting the projects you must take into account the learners who have barriers to learning. There are many different elements that can be put into the project to help these learners. Even during the practical activities some learners may need a worksheet with bigger print because they have visual barriers. Learners may need a reader to help them with the projects. Some learners may need a scribe to record their work. If the school or learners have their own laptops they should be allowed to use language programmes like ‘Dragon Speak’. The learner will speak into a mike on the headset which recognises the voice of the learner and types out the information that the learner provides. All these activities are allowed in the final Grade 12 exams – this is called accommodations. Encourage those learners with barriers to be open about it and not to worry about what their peers think. Remind the learners that not all people are ‘wired’ the same way!
Have a jar for the iron filings — they are small and will get everywhere. Make sure that the jar is placed in a safe place. If it is a glass jar make sure it is handled with care.
Safety
tip
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D87UNIT 5.1 MODULE 5 TERM 3
Unit 15
Module Electrical systems and control
Unit 5.1 Investigation skills
Week 1
Lesson 1Below is an outline of what will be covered in the fi rst week. Th is will be covered in two one hour lessons. At the end of each week you will have a self assessment or peer assessment task to revise the work you have covered in the two hours. Th e learners need to investigate magnetism and the diff erent types of permanent magnet, such as the bar and horseshoe magnets.
ACTIVITY 1 Magnets LB p. 96
Group
Collect diff erent magnets so that the learners can play with them. Th e Science department should also have iron fi lings and magnets. Make sure, when the learners are working, that they work safely and neatly with the iron fi lings. Get the learners to walk around the classroom and see to which objects the magnets will stick. Th ey may even go outside onto the playground.
It is also important to have a hand brush and pan handy just in case the learners mess with iron fi lings, which they can clean up straight away. (A magnet wrapped in paper will pick up iron fi lings easily, without fouling the magnet in iron fi lings.)
Discuss the ‘Did you know?’ box. Remind the learners that the Earth acts like a giant magnet and that it also has a giant magnetic fi eld. Th ey may discuss the diagram of the Earth with the magnetic fi elds marked.
Th ere are two diff erent magnets the learners will learn about and use in this module. Th ese are the horseshoe and the bar magnet. Th eir names are the result of their shapes: Th e one looks like a horseshoe and the other looks like a bar or piece of metal. Th ese magnets are also easy to fi nd and buy.
If your school has computers and the Internet, then the learners can research magnets and magnetic fi elds. Make sure you have posters ready about magnetic fi elds once the learners have fi nished with the experiments.
ACTIVITY 1
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ACTIVITY 2 Extension activity – Lots of fun! LB p. 98
Group
Th e learners may go outside with the magnet on a string and dangle it. It always points toward the North and South poles. Th is is because it is lining up with the Earth’s magnetic fi eld, just like the iron fi lings will when the learners see the demonstration.
As a teacher you need to do informal assessment. Walk around while the learners are working on the diff erent activities. Help them if they are not achieving what you have set out for them to do. Check that they are working safely with all the equipment. Remember we cannot really see the magnetic fi eld, but we can see how it moves the iron fi lings around.
Th e learners perform Experiment 1 and go on to Activity 3 to perform Experiment 2.
ACTIVITY 3 Extension activity (continued)LB p. 99
Group
Th e learners will use the magnets to perform Experiment 2. Th e possible answers to both experiments are below.a. What did you observe when you sprinkled the iron fi lings over the
paper covering the magnet? Draw what you see.b. Can you explain why the iron fi lings behaved that way?c. Do you see the same patterns as you did with the compass tracing?d. What do you think will happen when you use two magnets? Trace
them and do the same experiment and record what happens.
Possible answers:a. Th e iron fi lings make a type of arch shape from the south pole to
the north pole.
b. Th ey are forming the magnetic fi eld. It is the fi eld that we cannot
see but it is there.c. Th e pattern of iron fi lings caused by the compass is similar to the
magnet fi eld.d. If the two magnets are put in a straight line, next to each other,
they will make the same pattern as a single magnet around the individual magnet. If the magnets are placed parallel to each other
ACTIVITY 2
ACTIVITY 3
Be sure that the learners DO NOT put iron fi lings in their mouths!
Safety
CONCeRNS
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D89UNIT 5.1 MODULE 5 TERM 3
they make a slightly diff erent pattern. Th e pattern is almost like the pattern of a single magnet.
Learners with learning barriers: for visually-impaired learners, you should build a model of the magnetic fi eld on paper using sprinkled sand and glue along the line of the magnetic fi eld.
Extension activity with magnetsTh e learners may research the magnetic fi eld that is formed around a small magnet and compare it with the large magnetic fi eld formed by the Earth. Discuss if you can see magnetism. How? What does it look like?
Possible answers: Th e Earth’s magnetic fi eld looks similar to the magnetic fi eld of a single bar magnet. Th e arc of the magnet fi eld sprays out from the north pole to the south pole.
Extension activity (continued): Making a rocker toy with magnetsLearners will use two magnets to make the toy. Th is activity will show learners the two ends of a bar magnet. Th ere is the north pole and the south pole. Th e principle of the toy is that one magnet hangs on a string and the other should be placed on the desk. Th e magnet on the toy is aff ected by it and swings in a wild, chaotic pattern.
Week 1
Lesson 2As an optional extension the learners need to fi nd the shapes of magnetic fi elds using iron fi lings. For group work they will look at substances that stick to a magnet and tabulate the results.
ACTIVITY 4 What sticks to a magnet? LB p. 100
Group
Th e learners will experiment with diff erent materials to see what will stick to a magnet. Th ey will test diff erent items around the classroom. Th ey may also use diff erent items from their desks or from outside the classroom. Once this is done they should copy the table into their exercise books and then record their fi ndings.
ACTIVITY 4
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D90 SECTION D TEACHING GUIDELINES
Check that each learner records their fi ndings with the magnetic fi elds. Th ey then need to test materials to see if they are attracted to the magnets. Th e learners will be able to conclude that some metals do stick to a magnet and that non-metals do not. If paper clips with plastic coatings do not stick get the learners to explain why they think this is so. (Th e plastic coating is preventing the metal sticking to the magnet.)
PEN AND PAPER ACTIVITY
You should print out the questions below and give them to the learners:1. Name some materials that interact with magnets and some
materials that do not interact with magnets.2. What do all the materials that interact with magnets have
in common?3. What happens when you bring a compass near a magnet? How
does it depend on where you place the compass?4. Draw what you think the magnetic fi eld will look like around a
single bar magnet.5. What happens when you sprinkle the iron fi lings over the paper
covering the bar magnet? Draw it.6. Explain why the iron fi lings behaved in this way.7. Draw what you expect to see if you sprinkle iron fi lings over two
bar magnets.
Possible answers:1. Some of the materials interact with the magnets, and the magnet sticks
to them. Th ings like a metal ruler, compass, the metal leg of the desk, pole, hinges of the door, door handle. Th ings that do not interact with the magnet, and that will not ‘stick’ to the magnet include: wooden ruler, eraser, wooden desk top, door, shelves and books.
2. Th e items that will stick to a magnet are made of some form of metal.
3. When you move the magnet to diff erent positions around the needle, it follows the magnet to the diff erent positions.
4. See fi rst illustration below.
5. Th ey spray out in an arc (See illustration above left).6. Th ey move into this position because this is the magnet fi eld of
the magnet.7. See the illustration of two bar magnets and their magnetic fi eld.
PEN AND PAPER ACTIVITY
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D91UNIT 5.1 MODULE 5 TERM 3
EXTENSION: 3-D magnetic field around a cow magnetYou should demonstrate this. You can use simple materials.
What you need:
• Clear plastic or glass bottle• Roll piece of plastic to fit down neck of bottle – bottom end
sealed with tape• Cow magnet• Iron filings
1. Pour the iron filings into the bottle. There should be just enough to coat the bottom of the bottle to a layer of about 5mm.
2. Insert the tube into the bottle. 3. Tape the tube at the top of the bottle’s neck to seal it.4. Lower the cow magnet into the bottle and see what happens. Possible answers for learner’s test on page 100:1. Magnetism is when one type of material puts a force on another
material. This will either pull that material towards it or repel it.2. The law of magnetism states that like poles repel each other and
unlike poles attract each other.3. There are three types of magnet: permanent, temporary and
electromagnets.4. Experiment 2 – They will get iron filings and a bar magnet and
a piece of paper. Put the bar magnet underneath the piece of paper. Carefully sprinkle the iron filings over the paper above the position of the bar magnet. The shape of the iron filings will form the magnetic field.
5. An electromagnet is created when you wind insulated copper wire around an iron nail. The electric current flows in the wire coil (solenoid) a magnetic field is created and this is amplified by the iron core.
6. Magnetite does not lose its magnetism.
Ensure that the learners have recorded the self assessment table in their books, and discuss their responses with them.
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D92 SECTION D TEACHING GUIDELINES
Unit 5.2 The impact of and bias in technology
Week 2
Lesson 3In Week 2 learners will look at magnetic metals and scrap metals that can be recycled. This will be a two hour lesson. At the end of each week the learner will have a self-assessment or peer assessment to revise the work they have covered in the two hours. The learners need to look at metals that are attracted by a magnet. They should test metal samples and complete a table of the results. This will lead on to the Case Study about recycling scrap metals.
Before starting Week 2 you should send out a letter to the parents, learners and staff at the school about collecting materials that can be recycled. The school will also generate a great number of materials that can be recycled. Below is an idea for the letter that the Grade 7 learners should send out. Each class should take them and put them in their homework diaries.
Letterhead for the school
Address
Date
Dear Parents
The Grade 7 learners are starting a recycling scheme at the school.
They will be raising funds for the school to buy …………. (e.g. Computer).
Please collect items for them to recycle. Please rinse them before
sending them.
Here are some of the materials they are collecting for recycling:
• Clear glass and coloured glass
• Newspapers and magazines
• Plastic containers
• Plastic bags
• Scraps of metal
• Wire (insulated as well)
• Off-cuts of wood
Yours sincerely,
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D93UNIT 5.2 MODULE 5 TERM 3
ACTIVITY 5 What metals stick to a magnet? LB p. 101
Group
Make sure the learners draw their table in their exercise books before they start doing the experiment of testing with the magnets. Help the learners to collect diff erent items to test with the magnet. Have a discussion about what will stick to the magnet. If it does not stick to the magnet see if they are able to work out why.
Encourage the learners to collect the diff erent metals from home as well. You should have diff erent examples in the classroom.
It is important to get the whole school involved in recycling. Th is should be carried out throughout the year and not only when the Grade 7 learners are doing their project.
Did you know?The paper clip: discuss the design with the learners. You should
show them different examples of paper clips and then show some
with a plastic coating and some without a coating. They should test
them on the magnet. A fun exercise is for the learners to test how
many paper clips their magnet can hold without them falling off.
They will see if the plastic-coated paper clips are held at all.
These are the materials you will need for Week 2:
• Magnets• Samples of steel, iron, nickel, copper, lead, aluminium and brass• Posters on recycling• Advertisements on diff erent fi rms that recycle materials• Plastic bins or metal bins or big cardboard boxes for collecting
recycled materials• Labels for the recycling containers
Around every magnet there is an invisible magnetic fi eld. Th is fi eld is what attracts items such as paper clips and nails to the magnet. If we use iron fi lings, we can see the eff ects of this invisible fi eld.
Week 2
Lesson 4In this lesson the learners will look at the Case Study: Recycling scheme for your school. Th ey will tabulate a record of waste produced by the school and work out a viable strategy to raise funds by recycling.
ACTIVITY 6 Recycling LB p. 102
Group
Case StudyA visit to the local ‘dump’ could be very interesting for the learners. People throw away things without thinking about what it is doing to
ACTIVITY 5
ACTIVITY 6
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D94 SECTION D TEACHING GUIDELINES
our environment. Encourage learners to sort out their trash. Lots of the materials can be used to make compost – you may want to start an organic vegetable garden at school.Th is lesson will cover recycling at the school.You should set an example by bringing materials from home that can be recycled. Explain to the learners what happens to the materials and what products they are recycled into. Th ey should also discuss how they can make money for the school. It might be an idea to sets goals on what they would need for the classroom if they make ‘x’ amount of money. Th ey should fi rst set small goals and then bigger goals, such as a computer for the classroom.
At the beginning of this module you should have set up a ‘drop off ’ point for the recycling materials. It is important to keep this area tidy. You do not want rats or disease around the area!
Always wear gloves when handling recycled materials. Buy some gloves from the local supermarket, such as the ones used for washing dishes. The learners do not have to use industrial or heavy-duty gloves as long as they keep their hands clean. Remember to ensure that the learners wash their hands after sorting the materials. There will also be some objects with sharp edges on recycled materials. Thick gloves will protect the learners’ hands to a certain extent but always have plaster and disinfectant in the classroom to clean up any scrapes or cuts. Remember that the learners should do this themselves. If they are unable to do it, make sure that the person giving the ‘fi rst aid’ is wearing protective gloves.
Safety tip
Have a discussion about the gleaners in the big cities that are doing a lot of good. Explain how this is an honest living for them. Compare this with other people who steal cables. It is costing the government a great deal of money and in the long run the citizens end up paying for it!
ACTIVITY 7 Recycling (continued) LB p. 104
Group
Th e learners should be divided into groups. Th ey should be given a diff erent recycled material to collect and tabulate. Th en they should decide which materials are the easiest to collect and also how much money can be made from them. It is important to note that each school will be diff erent. Th ere are not always places in the towns or cities where you can sell the waste materials. Make sure you research your area and whether it is cost eff ective or not, and explain how the waste materials will be transported to the collection point or factory.
Th e learners must record this in their exercise books. If they work hard at the recycling project, reward them with, for example, a day at the movies.
ACTIVITY 7
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D95UNIT 5.3 MODULE 5 TERM 3
Unit 5.3 Electrical systems and control
Week 3
Lesson 5Th e learners will look at simple electric circuits and following this they will demonstrate a simple electric circuit and a sketch showing component symbols. Below is a breakdown covering the third week. Th is will be a two hour lesson. At the end of each week you will have a self-assessment or peer assessment to revise the work you have covered in the two hours.
It is important to have the diff erent components to show the learners. You will give a demonstration on how to make a simple circuit. Start the circuit by attaching the one wire to the cell. Use vinyl tape (electrical tape) to attach the insulated wire to the positive end of the cell. Attach another length of wire to the negative end of the cell. If the learners are not familiar with the positive and negative sides of a cell show them the markings on the cell. One end has a plus sign and the other end has a minus sign.
Once the two strips of insulted wire are attached to the diff erent ends of the cell, attach the other end to the base of the bulb using vinyl tape. Th e other strip of insulated wire will be attached to the side of the lamp (the metal part).
Hint:The insulated wire must be stripped at both ends. If you do not
have a proper wire stripper then a pair of scissors may be used.
Scrape the plastic part of the insulated wire with the sharp edge of
the scissors making sure only the plastic is cut. Pull off this part to
expose the wire.
Scissors gently scraping the plastic off insulated wire
Th is should be long enough to make contact with the bulb when the vinyl tape connects the wire to the bulb. It has to be metal on metal to allow the current to fl ow.
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D96 SECTION D TEACHING GUIDELINES
ACTIVITY 8 Introducing electricity LB p. 105
Group
THE ROLE OF THE TEACHER:
• Provide the electronic equipment.• Provide opportunities for developing knowledge and skills when
working with electricity.• Demonstrate how to make a simple circuit
Th is exercise will help learners make the correct circuit with a switch and electromagnet to use on their model crane.
Materials you will need for Week 3:
• Cells, buzzers, light bulbs, insulated copper wire (enough for all the groups)
• Posters of circuits for the classroom• Copper wire• Iron nails
Remember as a teacher it is important that you can build the circuit yourself. Before you expect the learners to make the circuit, try it out yourself. Th en demonstrate the making of a simple circuit in front of the class. Once it is made, draw the diff erent components on the chalkboard. Show the learners how to draw the simple circuit as a circuit diagram using symbols (as shown on page D99 of this Teacher’s Guide).
Th e learners must learn about the diff erent circuits. If there is not an electronic shop close by the learners will have to build their own bulb holders, switches and cell holders. Have examples of these and pictures for the learners to study.
Explain to the learners that an electric circuit is a complete electrical path that will make it possible for an electric current (Amperes – denoted with the letter “I”) to fl ow from the positive terminal of a battery, through the conductors and components to the negative terminal. Th e battery supplies the force (electrical VOLTAGE) and is denoted with the letter “V”.A basic electric circuit consists of the following: • A power supply which is a cell or battery (energy source)• Conductors which are usually insulated• A switch. When the switch is closed we have a completed circuit. A load, such as a lamp, resistor or electric motor.
ACTIVITY 8
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D97UNIT 5.3 MODULE 5 TERM 3
resistor
power source = 9V battery
switch
The simple circuit drawn as a circuit diagram with symbols of the components
Did you know?It is important to use the correct voltage. The learners must learn
to check on the cells or bulbs to see whether they are the correct
voltage. It is normally printed on them.
ACTIVITY 9 Electric symbols LB p. 106
Individual
Photocopy this test to give to the learners. Th is will be for continuous assessment:
Fill in the symbols below:Name Picture Symbol Use
Bell Output device: gives off sound when a current passes through it
Electrochemical cell
Input device: source of energy
Series battery
Light bulb Output device: lights up when a current heats it
LED – light emitting diode
Control device: allows current to fl ow in one direction only, and emits light
ACTIVITY 9
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D98 SECTION D TEACHING GUIDELINES
Possible answers: For this exercise the learners should mark their own work which they have done in their exercise books.
Pair
Once the learners have made a few circuits they will draw the circuit diagram. Make sure they have their rulers and pencil and draw neatly.
HintRemind the learners about drawing their circuit diagrams. Make a
small poster with the following tips:
Here are some tips for later when you draw your circuit diagrams:
• Make sure you use the correct symbol for each component
• Draw connecting wires as a straight line (use a ruler)
• Put a ‘blob’ (.) or a solid dot at each junction between the wires
Here is a fault-fi nding checklist you may give to the learners when they are working on their circuits. You can make it into a poster for the wall so that the learners can check the steps if their circuit is not working.
Fault-fi nding if your circuit is not working:
Electrical circuits should never really break – you can always fi x them
if you know how to do so! Here are some things to check when building
a circuit or if your circuit does not work:
• Is the circuit made according to the circuit diagram? If not correct
it to suit the diagram.
• Are the joins fi rm? Check them. Make sure they have proper
contact. Make them secure.
• Is there a short circuit? This means that the connecting wires are
touching. Attempt to fi x it.
• Is there a break in the wire? Replace the wire or fi x the break.
• Are the components connected the right way round? Check and
change the way they are connected.
• Are the components working? Check the battery. Check each
component with a metre or in another circuit.
• Are the values of the components correct? Check that the values
of the components match what is needed for the circuit.
• Are the cells or batteries connected in the right way? Reconnect
them correctly.
• Is the battery or cell strong enough and not fl at? Replace the
battery or cell.
If the circuit is still not working, go through these steps again.
The learners must never connect their circuits to the mains. The mains give off 240 volts, this is enough to shock and kill a person!
Safety
tip
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D99UNIT 5.3 MODULE 5 TERM 3
Week 3
Lesson 6Th e learners will work in groups to make a simple circuit. Th ey will draw the circuit and demonstrate an electromagnet with a switch.
ACTIVITY 10 Electromagnets LB p. 108
Group
It is important that the learners see how to make an electromagnet because they must make one on their crane.Here are eight easy steps on how to make an electromagnet:1. Get a battery.2. Find a large nail.3. Get three metres of coated wire, such as telephone wire.4. Neatly coil the wire around the nail in an even and uniform way.5. Strip about 20mm off each end of the wire.6. Use some vinyl electric tape to attach one end of the wire to
the battery.7. Find something like a paper clip and hold the electromagnet close
to it. Show the learners how it will ‘stick’ to the electromagnet.8. Show the learners what happens when you disconnect the wire
from the battery.
You could make this into a poster with simple illustrations for each stage.
An electromagnet is a tightly wound coil of wire, usually with an iron core, which acts like a permanent magnet when current is fl owing in the wire. When electricity is passed through the coil of wire, a magnetic fi eld appears around the coil. Th is is invisible. If a piece of steel is placed inside the coil for a few minutes it becomes magnetised. When the learner switches off the electricity the soft metal will be a new magnet.
If they put something made of soft iron in the middle of the coil permanently and pass the electric current through it, it becomes an electromagnet. Th is can be switched on and off when they switch the electricity on and off .
Th e learners should use a soft metal because it loses most of its magnetism when the current is switched off . Metal, like steel, which is harder, does not lose its magnetism.
HintIf any learners are battling to make a circuit, have a poster or
drawing of a simple circuit on the chalkboard. Include the circuit
diagram. Once the learners understand this simple circuit, and
circuit diagram, they will realise that they should start adding the
different components in the correct places and they will be able to
make and draw more diffi cult circuits.
ACTIVITY 10
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D100 SECTION D TEACHING GUIDELINES
Remember that switching the current off causes the magnetic fi eld to die away. So it is important for the learners to know how to make a simple switch for their electromagnet. See the examples of switches shown in the Learner’s Book on page 110, after Activity 12.
Let the learners try out these switches or make one of their own from these ideas. You should photocopy these pictures and put them up on the wall for the learners to refer to when designing and making their crane.
ACTIVITY 11 Extension activity – Making an electromagnet LB p. 109
Group
If there is time in this one hour lesson, let the learners practise making an electromagnet or they may be given it as a homework task.You may collect pictures of electromagnets and also have an electromagnet that the learners can observe.
If the school has computers and Internet there are some wonderful sites which have step-by-step instructions on how to make an electromagnet. Th ere are also videos of this process and it will make the lesson more interesting. Remember, if you see it you will remember it! Th e learners can also open the sites on their cell phones, under supervision.
Homework exercise: Th e learners should make a poster of the eight diff erent steps used to make an electromagnet or they may download the video from the Internet onto a fl ash drive and then show it to the rest of the class.
ACTIVITY 12 Switches LB p. 109
Group
Not all schools have the resources to buy switches for their projects. It is important that they learn to make their own switches out of recycled or cheap materials. Th e learners should be creative and come up with ideas of their own which they should test and try out.
Refer to the ideas for switches illustrated on page 110 of the Learner’s Book. You may photocopy these illustrations to give the learners some ideas about how to make their own switches out of waste and cheap materials.You should collect diff erent switches to show the learners. It is also important to make switches out of used and recycled materials. If the learners are creative they may change the ideas shown to them.
In a mechanical switch, a force has to be applied to bring together or separate electrical conducting metal contacts.
ACTIVITY 11
ACTIVITY 12
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D101UNIT 5.3 MODULE 5 TERM 3
SPST: single pole single throw (single pole on-off)
ACTIVITY 13 Extension activity – Circuits LB p. 111
Individual
Possible answers:1. Th e steps to build a simple circuit are: connect the cells. Connect
insulated wires to the cells. Attach the insulated wire to the bulb, but if there is no bulb holder then attach one piece to the side of the metal part of the bulb and the other piece of insulated wire to the base of the bulb.
2. Th e learners should draw a circuit diagram of a simple circuit.3. Th e learner’s own words.4. It becomes magnetised.5. Th ey will describe how they made their own switch.6. Th e learners may include ways to improve their circuit such as:
attach the insulated wire properly, make a cell holder, make a bulb holder, or make a switch to switch on and off .
ACTIVITY 13
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D102 SECTION D TEACHING GUIDELINES
Draw the symbols for these devices:Component Symbol
Cells connected in series
Motor
M
Push switch
Bell
LED
Ensure that the learners have completed the self assessment checklist on page 111 of the Learner’s Book and discuss that with them.
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D103UNIT 6.1 MODULE 6 TERM 3
Unit 16
Module Mechanical systems and control (continued from Term 1)
Unit 6.1 Machines and mechanical advantage
Week 4
Lesson 7Week 4 will be a two-hour lesson. At the end of each week the learner will have a self-assessment or peer assessment to revise the work they have covered in the two hours. The learners will learn about mechanical systems and strengthening frame structures. The learners will make combinations of simple mechanisms and explore mechanical advantage. This lesson will require revision on levers.
Machines and mechanical advantageThings the learners will need before they start Week 4 include:
• Posters and articles that demonstrate mechanical advantage, such as people using a pulley system to remove a car engine.
• Examples of cranks and pulleys (use toys or old models from previous years).
• Wire, wood, sosatie sticks, wooden wheels, string, glue or anything else used to make a crank and pulley.
• Sucker sticks or cardboard cut into strips to demonstrate triangulation.
Machines and mechanical advantageAll mechanisms use movement, which is also called motion. Mechanisms control force and motions so we have less work to do than without the mechanism.
Discuss the different things in the classroom that make our lives easier. Even something as simple as a fan keeps us cool. They might also have a pencil sharpener. Think about things in the home, such as a washing machine or an egg beater. Explain to the learners that anything that makes work easier for us gives us mechanical advantage.
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D104 SECTION D TEACHING GUIDELINES
ACTIVITY 14 Machines and mechanical advantage LB p. 112
Group
Place the learners into groups and ask them to discuss mechanical advantage. Th ey can look at the illustration in the Learner’s Book and fi nd as many examples of mechanical advantage as they can. Th ey can also use magazines and newspapers and cut out pictures of ‘machines’ that make our lives easier. Th ink about things like a lawn-mower, compare it to a ‘slasher’ that is used to cut big areas of grass. Th ey must think about the time that machines save us. Discuss the expression: ‘Time is money!’
ACTIVITY 15 Revision – Levers LB p. 113
Th e learners should be reminded about the levers that they studied in Term 1, and that, in this term, a lever and a magnet will be combined to perform work. A lever is a simple machine or mechanism. Levers were most probably the fi rst mechanisms to be used by humans when they were lifting heavy objects or opening shells. Th is could be made into a poster and labelled ‘Simple Mechanisms’.
For revision remind the learners that a lever consists of a stiff bar or rod that turns around a fi xed point called the pivot or fulcrum on which it rests. Th e eff ort (pull or push) is applied to the lever at one point in order to move a load at another point of the lever.
Here are the defi nitions that the learner should remember: • Eff ort: the pull or push force• Pivot or fulcrum: the point around which the load and eff ort
turns• Load: the object which resists or works against the pulling or
pushing.
You may collect diff erent items from around the home or at school to demonstrate simple levers. Some of the items that are easily found are: a screwdriver, can of paint with metal lid, tin opener, spade, scissors, bread knife and bread. You may also collect pictures from magazines.
First-class leversIn a fi rst-class lever the pivot or fulcrum is between the eff ort (the force trying to move the load) and the load (weight). Th e pivot or fulcrum can be anywhere in between the load and the eff ort.
Th is could also be made into a poster for you to photocopy and put up on classroom walls.
Second-class leversIn a second-class lever the load is between the pivot or fulcrum and the eff ort.
ACTIVITY 14
ACTIVITY 15
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D105UNIT 6.1 MODULE 6 TERM 3
You may have a worksheet or give the learners a quiz on levers.A pen and paper test for the learners on levers:1. Summarise: a. effort b. fulcrum or pivot c. load2. What will happen if you have a 1kg bag of sand on one side of the
seesaw and a 1kg bag of feathers on the other side of the seesaw?3. Give example of these levers: a. First-class lever b. Second-class lever c. Third-class lever4. What is a crank?5. The learners will be asked to identify the different levers: a. Someone digging with a spade b. Pushing a wheelbarrow c. Cutting paper d. Slicing bread e. Opening a bottle of soda f. Opening a paint tin with a screwdriver
Possible answers:1. a. Pull or push force b. The point around which the load and effort turn c. An object that works against or resists the pulling or pushing
force2. They both weigh the same so the seesaw will be balanced.3. a. First-class levers – screwdriver, spade b. Second-class levers – nutcracker, bottle opener, trolley with
two wheels, wheelbarrow c. Third-class levers – fishing rod, crane carrying something, a
person cutting bread.4. A crank is a bar that turns on a point.5. a. First-class lever b. Second-class lever c. Third-class lever d. Third-class lever e. Second-class lever f. First-class lever
Even though the learners have not revised third-class levers it is good to include them in extension activities.
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D106 SECTION D TEACHING GUIDELINES
ACTIVITY 16 Extension activity – Second-class levers LB p. 115
Pair
Th e learners will be able understand the relationship between the position of the fulcrum, load and eff ort of the second-class lever.
If you are able to organise a wheelbarrow the learners can do this activity. Th is is a fun activity and you should encourage the learners to do it! If there is no time at school they may do it with friends as a homework exercise.
Work with a partner and investigate what the relationship is between the position of the fulcrum, load and eff ort in a second-class lever. Learners should write down their fi nding so that they can report back: • Learner 1 sits at the front of the wheelbarrow and Learner 2
picks up and pushes the wheelbarrow. Th is is the easiest and most eff ective position for Learner 2 to push the wheelbarrow.
• Learner 1 sits in the middle of the wheelbarrow and Learner 2 picks up and pushes the wheelbarrow. Th is is less diffi cult and a more eff ective position for Learner 2 to push the wheelbarrow.
• Learner 1 sits at the back of a wheelbarrow and Learner 2 picks up and pushes the wheelbarrow. Th is is the most diffi cult and least eff ective position for Learner 2 to push the wheelbarrow.
• Which of the three positions was the easiest to push? Th e fi rst one, where Learner 1 sits at the front of the wheelbarrow.
Conclusion: When the load is closer to the fulcrum the person using it will have the mechanical advantage and only have to use a small eff ort.
Week 4
Lesson 8Th is lesson will introduce the learners to cranks and pulleys. Th ere will be revision on mechanical advantage and strengthening frame structures.
ACTIVITY 17 The crank: an adaptation of a second-class lever LB p. 115
Individual
The crankExplain to learners that a crank is an arm that is attached to a rotating machine. Th e crank causes the rotating energy to become energy that moves back and forth. A crank is a type of second-class lever. Discuss the diagram of the second-class lever on page 115 of the Learner’s Book. Talk about diff erent types of cranes and their components.
ACTIVITY 16
ACTIVITY 17
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D107UNIT 6.1 MODULE 6 TERM 3
The pulley: a type of wheel and axlePulley systems are used in many everyday household machines, such as a sewing machine and washing machine. Th e pulley is also used to lift heavy loads.
A pulley is used to change the direction of a tension force. Multiple pulleys create mechanical advantage. A pulley is a type of wheel, but it does not have teeth like a gear. A pulley has a groove on its edge in which a rope, cable or belt can run. Pulleys transfer rotary motion from one axle or shaft to another. Th is helps to lift or move a heavy load.
A simple pulley system can be made with two wheels and a rope or elastic band which will work as a belt. Th e one pulley will be the driver pulley. Th is is the wheel that is turned and it drives or turns the other wheel. Both these pulleys will move in the same direction.
Th e learners could go outside with you and attempt to raise a heavy item off the ground using a pulley. Small metal pulleys are available in hardware stores. It is better that they experience working with pulleys in a practical way before trying to build their cranes. Th e learners can have a competition to see which group can pick up the heaviest weight.
Often learners in the townships make a pulley system without realising it. A simple rope thrown over a beam and a plastic crate tied on one side of the rope will pull up heavy loads onto their roof.
You can ask the learners at the end of the activity: What is a pulley? How can you achieve mechanical advantage using a pulley system with two pulleys?
Possible answers:A pulley is a wheel with a groove around the rim.If the number of drops in pulley size is two, the eff ort in lifting the load will be halved, but the rope must be pulled twice the distance travelled by the load.
ACTIVITY 18 Revision LB p. 117
Group
What is mechanical advantage?Mechanisms exist to make like easier for us. A mechanism is a simple system which can change one kind of force into another and move that force from one place to another. All mechanisms use movement, which we sometimes call motion. Th ey control a force so that we have less work to do than without the mechanism. Th e advantage that mechanisms give us over the eff orts we have to make, is called mechanical advantage.
Discuss in groups: Can you think of a mechanism that makes your life easier?
If the learners do not complete the discussion in class they can do it as a short homework exercise.
ACTIVITY 18
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D108 SECTION D TEACHING GUIDELINES
ACTIVITY 19 How can you strengthen a frame structure? LB p. 117
Group
What is a structure?It is something that is built, made or put together in a particular way. It can be still, stable and strong and it can support loads. Some structures hold or support, others span or reach across a distance (like a crane) and other protect, enclose or contain. A frame structure is a structure that is made up of diff erent parts.
Look at diff erent structures around the school and discuss what kind of structures they are. At this point you can revise solid, shell and frame structures. Collect pictures from newspapers and magazines.
Discuss how some old bridges have been standing for hundreds of years. Look at the designs that were used. Collect pictures of frame structures from magazines.
Look at the diff erent structures below and record the diff erent ways they are reinforced.
Discuss the ways that have been used to make the structure sturdy.
Triangles are rigid shapes and do not easily change their shape. Th ey are often used to strengthen structures. Look at the photos of the
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D109UNIT 6.1 MODULE 6 TERM 3
bridges in the Learner’s Book. Can you see which bridges have been built using triangulation? You can refer the learners back to structures in Term 1 for them to revise this section. Beams and columns support a frame structure.
Ties and struts will also hold up a structure and support it.Trusses are often used to obtain long stable structures. A truss is a
fl at framework of beams which form a series of triangles. An example of this is a frame.Extension: Make posters of diff erent types of frame structures. Th e learners can also download information from the Internet (if available).
ACTIVITY 20 Revision LB p. 119
Individual
Th e learners will do a quick revision test in their exercise books for self-assessment.
Possible answers:1. A fi rst-class lever is when the pivot (fulcrum) is between the eff ort
and the load. Th e pivot can be anywhere in between the load. 2. A second-class lever is when the load is between the pivot or
fulcrum and the eff ort. 3. A crank is an adaptation of a second-class lever.4. A pulley works like a wheel and axle.5. Mechanical advantage is when a machine makes our lives easier.
It is when a machine controls a force so that we have less work to do.
6. Diff erent ways to strengthen a frame structure (see Module 2).
It is important that the learners know what their mini-PAT is from the beginning of the term. It is good to have the end in mind. Th ey will be able to relate to the diff erent lessons and where the lessons are heading.
Learners complete the Self-assessment checklist on page 119 of the Learner’s Book.
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D110 SECTION D TEACHING GUIDELINES
Formal Assessment TaskMini–PAT 3Make sure the learners have read the scenario and understand it!
Short Practical Assessment Task: mini-PAT Crane with electromagnet 70%
Background: Problem scenario: A scrap-metal dealer sorts magnetic and non-magnetic metals into separate piles for recycling. The simplest way to do this is to use a crane with a magnet BUT it is difficult to remove metals that stick to permanent magnets. It would be beneficial to have a magnet that can switch on and off.
NOTE 1: The model cranes should be made using simple materials like paper dowels or elephant (thatching) grass. Sufficient strength and rigidity should be achieved by triangulation. Measuring and simple tool skills must be developed. Safe, cooperative working is a key skill and is needed in the world of work.
NOTE 2: The electromagnet will be strongest if a long insulated wire is used. Wire over 100mm long is very effective. The wire should be wound around a ‘relatively soft’ iron core. Avoid using a steel bolt (it is far too hard). A fairly soft core can be made using a bundle of short lengths or wire. Nails are softer than bolts but are still fairly hard. Increasing the current by using more cells in a series battery has a small influence on the strength of the electromagnet.
Discuss this table with the learners. It is set out so that they can see what is required of them in the mini-PAT. They will have a quick overview!
TOPIC Electrical systems and control/structures/mechanisms
CONTEXT Recycling and Impact
CONTENT Structures and electricity and cranks and pulleys
DESIGN AND MAKE
A crane using an electromagnet to sort metalsInvestigation skills: Case study• Design skills: design brief, sketch, draw a circuit
diagram• Making skills: working model – electromagnet, crane• Evaluation skills: develop rubric, evaluate against• Communication skills: draw, revise, flowchart, team
planning, presentation – posters
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D111FORMAL ASSESSMENT TASK MINI-PAT 3 TERM 3
Here is a reminder for the learners about how to go about the design process. You can make this table into a poster so the learners can refer back to the chart while doing the mini-PAT. Remind the learners that the design process is not linear, usually cyclical. It is driven by evaluation. Evaluation at each stage determines the next step.
The Design Process
Investigate Problem/need/wantContext/impactResearch/questionnaire/interviewMaterials/suitable tools/required skills
Design Initial ideasFreehand sketchesDesign brief with specifications and constraintsPlan using systems diagramTrial modellingBudget
Make Choose tools/method/materials/resourcesDraw formal plansDraw flow charts/sequence of manufactureMake prototype/model/final product (considering safe working procedures)
Evaluate Evaluate severity/urgency of problem/need/wantAnalyse solution using a systems diagramEvaluate solution in terms of design brief, specifications and constraintsEvaluate product/process/manufacturing method/safetyEvaluate impact/bias/an indigenous solution
Communicate ReportPresentAdvertise/poster/using artistic graphics
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D112
Checklist (a copy should be given to each group so they know what they are being assessed on!)DESIGN BRIEF YES NO COMMENTSProblem was stated in simple sentencesSolution was described simplyThe function of the product is describedType of craneHeight of craneType of crank or pulley system Type of switch for magnetThe user was describedThe context was describedSPECIFICATIONSWere there specifications with regard to features?Were there specifications with regard to the electromagnet and crane?Were there specifications with regard to attractiveness of design and use?Were there specifications with regard to durability?WORKING DRAWING3-D oblique drawing techniquesDrawn on squared paper (quadrant) using a pencil and rulerAppropriate scaleLine types and dimensionsFlow chart detailing the sequence of manufactureMAKING SKILLSUsed simple materialsModel able to pivot or to raise and lower its armElectromagnet with a switchA light on electromagnet to show if it is onElectromagnet made with correct materialsEVALUATION SKILLSAbility to evaluate a product or processDeveloped a rubric to evaluate the models of other teamsUsed their rubric to evaluateAssessed objectively, fairly and made valid commentsCOMMUNICATION SKILLSStrategy to present model and plans to classIdeas and roles by each member indicatedPresented sketches, working drawing and function of modelDemonstrated how well model worksExplained principles of magnetic sortingCommented on value of recycling and explained sorting of metalsEnhanced presentation with posters giving an artist’s impressionPoster of electromagnet in use
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D113FORMAL ASSESSMENT TASK MINI-PAT 3 TERM 3
Some of the materials needed for the mini-PAT:
• Magnets• Paper dowels, elephant grass (thatching), strong cardboard• Wood glue• Nails• String• Wire• Soft iron• Strong insulated wire• Something to make switch, cells• Something to measure with• Some simple tools like junior hack saw, hammer• Pencils, rulers, erasers and paper
Remedial tipLearners with a barrier to learning should be put together with
someone in a group who can help them. It is good for them to fi nd
a ‘buddy’ who will work well with them. They often have skills that
will help the able learner! Make sure that the learner who has a low
reading age is put into a group with a strong reader. Slower readers
must not be used for writing but may be good at drawing. They can
then follow instructions from the stronger reader.
Remember for the short practical assessment you need to encourage the learners to be innovative, creative and use their problem-solving skills. Th e ability to think laterally so they can develop original and appropriate solutions is a key element in technology. Th e learner should be able to investigate, demonstrate the ability to draw with a design brief, give specifi cations and constraints, select appropriate materials, plan, evaluate, analyse and communicate.
Make sure that the learners have sharpened their pencils for their designs. Remind them to add their circuit diagram to show how the electromagnet is going to work.
Week 5
Lesson 9Th e learners will do a Case Study with pictures of cranes. Th is lesson will include a design brief with specifi cations and constraints for a crane with an electromagnet.
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D114 SECTION D TEACHING GUIDELINES
Remedial tipLearners with reading disabilities will fi nd this written part (design
brief) of the design process diffi cult. It is important that you or a
strong academic learner help these learners. You could also have
a special ‘Technology dictionary’ with words often used in the
Technology class along with the tools and materials available.
Allow the slower learners to write shorter sentences. You might
also have to give them extra time. You should tell them that they
will not lose marks for poor spelling. You should also have all the
tools and materials marked with large letters for the learners to
copy. Allow the learners to have their exercise books in front of
them to copy different works for circuits.
ACTIVITY 21 and 22 Cranes and the design process LB pp. 121—122
Group and Individual
Case StudyTh e learners will discuss diff erent pictures of cranes. Encourage them to identify the diff erent parts, such as the pulley system. You can give the work that is not completed in class as homework. Encourage the learners with Internet access at home to do some research and even print out pictures that they have found on the Internet.
You will need:
• Posters or drawings of designs done using single vanishing point perspective
• Examples of circuit diagrams and symbols• Pencils and design paper
Th e learners can also take home some examples, of drawing vanishing point perspective to practise for the test.
Week 5Lesson 10Th e learners will continue with their design brief. Th ey will also draw a circuit diagram for the electromagnet.
ACTIVITY 23 Circuit diagrams LB p. 122
Individual
Th e learners need to revise the circuit diagram and how it corresponds to an actual electrical circuit. Th ey should draw their own circuit diagram.
Week 6Lesson 11Th e learners will revise the 3-D oblique drawing technique, line types, scale and dimensions. Th ey will also practice the oblique drawing technique on squared paper. Th ey will also work out a fl ow chart.
ACTIVITY 21 and 22
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D115FORMAL ASSESSMENT TASK TERM 3
ACTIVITY 24 Revision of 3-D oblique drawingLB p. 124
Individual
3-D oblique drawing, lines, scale and dimension:Th e learners will revise communication using techniques taught in Module 1. Th ey learnt how to communicate the 3-D oblique technique with 45 degree projection to scale the correct line types and dimensions.Th e learners are expected to use the correct drawing ideas. Th e modules before should have helped them develop their drawing skills.
You can make this chart below into a poster for the learners to check when doing their drawing:Description Drawn line General application
Continuous thick line
A Visible outlinesVisible edges
Continuous thin line (straight or curved)
B Imaginary lines at intersectionDimension linesProjection linesLeader linesHatchingOutlines of revolved sections in placeShort centre linesBending lines
Continuous thin — freehand
C Limits of partial or interrupted views and sections, if the limit is not a chain thin line
Continuous thin (straight) with zigzags
D Break line
Dashed thick E Hidden outlinesHidden edges
Dashed thin F Hidden outlines Hidden edges
Chain thin G Centre lines Lines of symmetryTrajectories
Chain thin, thick at ends and changes of direction
H Cutting planes
Chain thick I Indication of lines or surfaces to which a special requirement applies
Did you know?A 3-D drawing is a pictorial view of an object. It shows three sides
of an object.
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D116 SECTION D TEACHING GUIDELINES
ACTIVITY 25 Revision of oblique projection LB p. 125
Oblique projection uses graphical projection and is a two-dimensional image. Th e object that is drawn is three-dimensional. It is important that you are able to draw an oblique projection before teaching this method to the learners. An oblique drawing is another form of pictorial representation. One face or side of an object is drawn in its true shape and the other part of the object is drawn sloping away. All oblique drawings have three axes. One is vertical, one horizontal and one is an incline axis. Th e sloping lines are drawn at any convenient angle. Th is drawing will be drawn at a 45 degree angle for this module.
Th e easiest way to teach the learner how to draw the 3-D oblique drawing is to start with the front view then draw the angles backwards at 45 degrees to the horizontal base.
TipTry drawing in freehand fi rst. It is important for you to demonstrate this to the learners. If the learners are taught to draw the side of the matchbox and from the horizontal base backwards from the side at a 45 degree angle they will be drawing a 3-D oblique drawing of the matchbox. Take the learners through the demonstration step by step. Demonstrate each construction step by step using the correct tools and techniques such as rulers, compasses and construction lines.Once you have demonstrated this allow the learners to practise the technique as a homework exercise.
ACTIVITY 26 Revision of scale LB p. 126
Individual
ACTIVITY 27 Revision of dimensions LB p. 126
Individual
ACTIVITY 28 Drawing the design LB p. 127
Individual
Drawing the 3-D oblique drawing on quadrant paper: Th e learners will draw their ideas on the squared paper. Th ey are going to draw their fi nal design from the two sketches from the previous week. Th ey must make sure it is neatly drawn and drawn to scale.
Make sure the learners have their squared paper (quadrant) and that they use a pencil and ruler.
ACTIVITY 25
ACTIVITY 26
ACTIVITY 27
ACTIVITY 28
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D117FORMAL ASSESSMENT TASK TERM 3
Week 6
Lesson 12Th e learners will look at the sequence of manufacture of the crane with its electromagnet.
ACTIVITY 29 The fl ow chart LB p. 127
Individual
Th e learners already have some idea of how a fl ow chart works.
Things you will need:
• Have a poster with the diff erent line types. (See table in above)• Pencils and ruler• Squared paper (quadrant)• Examples of fl ow charts (Th is is to remind learners about how to
present their fl ow chart.)
Make sure this part of the design is done before they move on to actually make the model.
Flow charts:Put some examples of fl ow charts on the wall of the classroom, showing designs for other projects. Show them that it is important to have as much detail as possible. Th is will help them build their model and they will know exactly what they are doing and at what stage they need to do it.
Remember during all these processes you should observe whether the learners have mastered the techniques or not, and to see if they have taken all the diff erent aspects into account.
Week 7
Lesson 13In this lesson the learners will make an electromagnet. Th e learners in the group must be encouraged to look objectively at the designs of the other learners in their groups, when choosing the fi nal design.
In Week 7 they are going to make their electromagnet using an electrochemical cell. Th ey should look back on this module to fi nd the electrochemical cells they can use and guidance about how to make an electromagnet.
ACTIVITY 30 Making an electromagnet LB p. 128
Group
Th e learners have watched a demonstration of how an electromagnet works. Th ey have drawn the circuit diagram for an electromagnet and had a chance to make their own electromagnet.
ACTIVITY 29
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D118 SECTION D TEACHING GUIDELINES
Th ey must be reminded about the switch, as their electromagnet must be able to switch on and off to drop the metal it has lifted with the crane.
Week 7
Lesson 14
ACTIVITY 31 The structure of a crane LB p. 129
Group
Th e learners will work safely on their model cranes, that will have a crank and pulley system. Th ey must keep to their design. If they decide to change something on the model they must make sure they change it on their design fi rst. You must make sure that the learners have all the materials and tools they need for making their model before they start working in their group. Remember that each member of the group must have a ‘job’ to do.
During this process you should walk around and observe the construction of the model. It is also important to watch the interaction of the learners and what role they play in their group dynamics.
Week 8
Lesson 15It is good for the learners to learn how to evaluate the work of their peers.
Th is week they need to critically evaluate a product, namely their design against the criteria that they will follow to develop their project. Th ey need to develop the process further and develop a rubric to evaluate the models of other teams. Th e learners also need to be critical of the other teams’ work so that the evaluation is objective rather than subjective.
ACTIVITY 32 and 33 Criteria for assessment LB p. 130
Group
Teach the learner how to evaluate their product. Th ey have to be objective. Th ey must see that all the requirements are met.
You should remind the learners that the requirements or specifi cations that the learners were given should be used for the evaluation.
ACTIVITY 31
ACTIVITY 32 and 33
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D119FORMAL ASSESSMENT TASK TERM 3
Week 8
Lesson 16Th e learners need to evaluate the models of the other teams, and develop a strategy to present their model and plans to the class.
ACTIVITY 34 Assessment of other groups LB p. 130
Group
Give the learners examples of rubrics. See the front of the book. Based on the examples they will be able develop their own rubric to assess the other groups.
Week 9
Lesson 17Th e learners need to present their design sketches, working drawings and functioning model to the class.
ACTIVITY 35 Group presentations LB p. 130
Group
When the learners start this section on communication, make sure they have all their papers and material that they used to design and make their model. ‘Th e better the presentation the better the marks’ – explain this to the learners. Th ey must also make sure that each member of their group works on his or her individual section and then they can all work together following this. Th ey should make themselves a check list like the below:Check list:
• Working notes• Design brief• Sketches• Flow charts• Plans• Posters• Model• Any research they did• Books they may have used.
Week 9
Lesson 18Each learner needs to explain the role they played. Th e groups need to enhance their presentation using visual aids. Although the learners have communicated their investigation and design throughout the design process by drawing, writing and discussing their design, it is important that they record the entire technological process in their exercise books.
ACTIVITY 34
ACTIVITY 35
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D120 SECTION D TEACHING GUIDELINES
ACTIVITY 36 The roles of each learner LB p. 131
Group
Learners must explain the role they played in their group, such as discussion monitor, assessor, time keeper, record keeper, reporter, and other roles.
Encourage the learners to enhance their presentations by having as many posters and related material as possible. Th ey must make sure they are clear, neat and colourful!
Week 10
Lesson 19RevisionTh is lesson will test all of the knowledge gained in Term 3.
ACTIVITY 37 Revision activities LB p. 131
Individual
Th ere are diff erent questions and worksheets for you to use to test the learners knowledge.
You can photocopy the tests in Section E. Th ey range from easy to fairly diffi cult. Select the questions and make up your own test (remember that 60% of the test should be easy so most of the learners gain some points).
Week 10
Lesson 20Peer assessment checklist
ACTIVITY 38 Formal assessment task LB p. 131
Individual
Formal Assessment: Term 3 Weighing: 10% of promotion mark
Mini-PAT (70%) Summative test: {30%} Total: 100%
ACTIVITY 36
ACTIVITY 37 Revision activities
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D122122 B1
Mini-Practical assessment taskThe mini-PAT for this term deals with tragic shack fires or natural disasters like floods or earthquakes or political strife that may create the need for emergency shelters for victims of disaster. Learners will design and make a simple emergency shelter for disaster victims. The shelter must be sturdy, waterproof, easy to erect and able to house a family of six for one month.
The module this term deals with processing. Learners will investigate various emergency situations that lead to people becoming refugees and the needs that arise from these situations. Technology is a learning area that deals with practical solutions to solve problems. The learners’ task at the end of this module is to use the knowledge and skills gained to make a model of an emergency shelter that will be suitable for people to use in an emergency situation. The answers to the sequence of work that needs to be followed are provided below.
TERM
4
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D123UNIT 6.1 MODULE 6 TERM 4 123
Here is an analytical rubric to assess design capability in the mini-PAT at the end of this module:The learner is able to:LEVELS OF COMPETENCE
Exemplary Competent Developing, but not yet mastered
Progressing Progressing
5 4 3 2 1Generate and develop design ideas
Using drawings reflectively to generate new ideas
Progression of ideas across or within drawing
Design ideas are generated but not developed
Simple sketch showing object to be made
Drawing a picture not designing a product
Explore the possibilities of the problem/ the need
Combining novel solutions to produce innovative design
Using drawings to develop novel design solution/s
Recording possible creative solution/s to the task
Stereotypical response, showing little creative thought
Design possibilities are not addressed in the drawing
Address the constraints of the problem/need
Task constraints treated as part of iterative process
Task constraints considered as the design proceeds
Records way to address task and/or client needs and wants
Drawing show some understanding of task constraints
Minimal understanding of task/user needs
Plan the look of the product
Ideas about finishing are developed within overall designing
Ideas about finishing are added to design while drawing
Overall decoration scheme considered
Little consideration of final appearance of product
Appearance of the product is not considered
Communicate design ideas
Clear enough for somebody else to make the product
Conveys sense of the object to be made e.g. working drawing
Conveys some sense of the object to be made e.g. indicates the materials
Simple unlabelled sketch(es); relying on shared meanings
Use of narrative or other drawing genre
Plan construction
Constructional issues considered on route to final design
Drawing demonstrates consideration of construction
Drawing indicates some consideration of construction
Minimal consideration of construction while drawing
Yet to define the design task
Evaluate while drawing
Changes made as a result of considering design drawings
Decisions made about product while drawing
Considered and rejected a range of designs
Minimal evaluation at drawing phase
Yet to define the design task
Provide a basis for making
Using drawings as a resource during making
Clear development path through drawing into making
Object is one of the ideas drawn
Product relates to ideas recorded in the drawing
Making an object seen as separate new activity
Comments to improve the learners’ performance in design capability:
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SECTION D TEACHING GUIDELINESD124
Unit 17
Module Emergency situations
Unit 7.1 Investigation skills
Week 1
Lesson 1Learners investigate emergency situations that lead to refugee situations.
Learning activities:
• Discuss emergency situations that lead to refugee situations.• Discuss case studies on diff erent types of refugee situations.• Written Activity: Tabulate information from case studies for the
learners to complete in their exercise books.• Written Activity: Th e learners need to develop their own mind
map.• Vocabulary extension
Assessment:
• Informal Educator Assessment: check the completion of tasks
ACTIVITY 1 Investigate what situations commonly lead to people becoming refugees LB p. 134
Th e learners need to redraw the following table in their exercise books. Th ey need to tabulate the the four case studies’ situations according to whether or not they are classifi ed as natural disasters or refugee situations. Reasons must be given for the tabulation.
Suggested Answers:Accept results as given in each case study and from the class discussion.Natural Disaster
Refugee Situation
Reasons Results
Case Study 1 Caused by fl oods
Case Study 2 Caused by civil war
Case Study 3 Caused by fi re
Case Study 4 Forced to fl ee for fear of political persecution
ACTIVITY 1
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D125UNIT 7.1 MODULE 7 TERM 4
Week 1
Lesson 1
ACTIVITY 2 Initial problems typically faced by refugees LB p. 136
Th is activity will look at the mix of people present in a refugee situation. It may be used as a homework activity for slow learners or as an extension activity for accelerated learning.
You can do a vocabulary extension at your discretion.New words and phrases should be discussed, written on the board,
taken down in exercise books or put up around the classroom.
Focus: InvestigationLearning activities:
• Learners should investigate famous refugees• Learners investigate situations in a refugee camp• Discussion • Written activity to be completed in exercise books• Self assessment task
Week 1
Lesson 2
ACTIVITY 3 Discussion and summary writingLB p. 138
People in a refugee situation have a variety of needs. Identify the problems that are experienced by refugees and give an example of how they have tried to solve these problems.
Accept all answers from the learners. If the answers are not clear then ask for an explanation. Encourage the learners to empathise with refugees and come up with answers of their own to the problems.Th is particular activity should include mind maps, tabulation of information and summary writing.
ACTIVITY 2
ACTIVITY 3
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D126 SECTION D TEACHING GUIDELINES
Unit 7.2 Emergency food
Week 2
Lesson 3Focus: InvestigationLearning activities
• Learners investigate the types of food that can be supplied to occupants in a refugee camp
• Learners collect and record information regarding suitable food that can be supplied to people living in a refugee camp
• Written activity: completion of research worksheet – to be stuck into exercise books
• Learners use information collected in the next lesson
Assessment Task/s• Educator – informal assessment – observation of completion
of tasks
Additional Resources: Worksheet 1: Investigative Task Worksheet
It is necessary to provide emergency foods to the occupants of a refugee camp.Learning activities: • Group work • Discussion• Research Homework ActivityAdditional Resources:Th e learners will do a worksheet on Group Dynamics which will be a group investigative task.
ACTIVITY 4 Group Investigative Task: Type of food that can be supplied to occupants in a refugee camp LB p. 140
Group
1. Arrange learners in groups of suitable numbers.2. Hand out copy of the investigative task worksheet found in the
Appendix. Ensure that all learners have a copy of the worksheet.3. Use the fi rst fi fteen minutes of the lesson to allow learners to
discuss the type of food that they think should be served to people at a refugee camp.
4. Learners write down a list of food to be researched on the investigative task worksheet.
Explain the criteria to learners. Discuss an example, such as brown bread. Th is needs little preparation, it is cheap, readily available, can feed a reasonable number of people, has no cooking requirements
ACTIVITY 4
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D127UNIT 7.2 MODULE 7 TERM 4
and does not need to be stored in a fridge. Learners can therefore decide to make simple sandwiches to feed refugees.
7. Learners use the rest of the lesson to discuss how they are going to conduct their research and delegate duties to group members.
Learners investigate the types of food that can be supplied to occupants in a refugee camp.
The aim of this investigative task is to give learners an opportunity to gather information regarding suitable foods that are most easily cooked when living in a refugee camp. Learners need to research information according to the subheadings (guidelines) outlined in the research worksheet. They may however choose to include or delete aspects and add on their own subheadings.
In this way learners are able to make an informed choice regarding their choice of food to prepare instead of just cooking a food out of convenience.
Learning activities:• Discussion• Individual research task• Tabulation of information• Group Activity • Take the first 15 minutes of the lesson to allow learners to discuss
and write down the food that they think is suitable to prepare for people living in a refugee camp.
• Allow learners to discuss the information that needs to be collected for each food mentioned on their list.
• Allow learners to add or delete criteria.
1. Divide learners into suitably sized groups.2. Hand out the research worksheet.3. Explain each aspect of the worksheet and what learners are
expected to do.4. Give learners time to discuss in their groups what they consider
the five most suitable types of food that are most easily served as a meal in a refugee camp.
5. Learners are to write down their list of chosen foods under the column “Suitable food to be cooked for people living in a refugee camp”.
6. Learners are to investigate each of the foods listed to determine how suitable each food is to prepare in a refugee camp.
7. Learners record information on the research sheet provided.8. The research sheet needs to be stuck into the Technology exercise
book and discussed in the next lesson to allow learners to make an informed choice regarding the type of food their group will prepare.
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D128 SECTION D TEACHING GUIDELINES
Learners are to bring their research information to the next lesson so that they can discuss information gathered and then make an informed choice regarding one type of food to prepare.Imagine that you are a refugee. Work in groups and look at the list of items below. Your group is only allowed to take ten items with you. Rank the items according to the importance of what you would take. Start with the most important item at the top. Report back to the rest of the class, and state the reasons for your choice of items.
List of items:Cell phone, play station, schoolbooks, blanket, pillow, disinfectant, matches, lighter, pot, tooth brush, phone card, can opener, knife, compass, can of food, knapsack, pet, one photograph of the person most important to you, a plastic sheet and an iron pot.
Procedures for this activity include: • Refer to the activity on group dynamics.• Divide learners in the class into suitable size groups.• Hand out a copy of Appendix 1 on the role of different people in
a group.• Allow learners to allocate roles to different members of the group.• Allow a 15 minute discussion session for learners to rank their
items.• Have a report-back session.
Guide learners regarding the following issues. You may do this either at the beginning of the lesson if you think that more direction is needed, or after the report back session if it is a group of high achievers: • The situation at hand (you are a refugee)• The basic needs of people• The difference between needs and wants
Suggested ranking order should be according to the fulfilment of basic needs, such as:Food: a can of food, a pot in which to cook food, a lighter to start a fire to cook the food, heat water and to keep wild animals away at night. A fire will also give warmth.Shelter: plastic sheet, blanket Needs: can opener, pillow, torch, batteriesThings that are not essential but that are nice to have: a compass for direction, matches in case the lighter runs out, and disinfectant.
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D129UNIT 7.2 MODULE 7 TERM 4
Week 2
Lesson 4
ACTIVITY 5 Points to consider before you start preparing a meal LB p. 141
Th ere are several points that the learners should consider before they start preparing their meal.
Learners use the information collected from the investigative research task to discuss and come to a consensus regarding the type of meal that should be prepared. Learners discuss problems that are associated with the preparation of the meal and safety concerns. Learners write a design brief and list ingredients and equipment needed for the preparation of the meal.
Th is should be a class discussion about report writing.Hold a class discussion and come up with a list of ten items that
you agree would be of most importance in a refugee situation. Write a short report from your discussion on “Conditions under which refugees live.” Also consider the ingredients of a meal that will be nutritious as well as tasty and which can be prepared under conditions likely to be found in a refugee camp.
Learners should discuss these questions in their groups:1. All the things that refugees have been provided with Very little – Temporary shelter plastic utensils, promise stove or
may need to cook on an open fi re2. Th e basic necessities that you don’t have that make the task of
cooking a meal diffi cult. Suitable stove, electricity, large utensils, hygienic cooking
conditions3. Your safety concerns Cooking on an open fi re4. Choose a food that your group thinks is the most suitable to
prepare Learners own choice Complete the following tasks in your exercise book. 5. Write a design brief with specifi cations of the type of food chosen. I need to plan and prepare a simple meal that can feed 100
refugees living in a refugee camp.6. List the ingredients needed to prepare the meal for 100 people Will depend on the learners choice of meal 7. List the equipment needed to cook this quantity of food Cutting utensils, chopping board, dishes, pots, three legged stand
if using an open fi re
ACTIVITY 5
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D130 SECTION D TEACHING GUIDELINES
Accept other suitable answersSome guidelines: • Reports serve to inform people about situations • Explain any terms used • Give facts • Do not include personal opinions• Avoid the use of personal pronouns (refer to the refugee as
‘refugee’ rather than he or she. Use words such as ‘one’ can say that instead of he or she.
• A report is an example of formal writing and it needs to sound professional
• Make recommendations
Th e group discussion should get the learners to consider the problem and design a solution in which they consider: • Conditions under which refugees live• Safety concerns• Factors that need to be considered when planning a meal to feed
refugees
Individual Task: • Write a design brief• Plan a meal • List ingredients and equipment needed to prepare a meal for 100
people• Evaluate design briefs • Choose the best solution and make an informed choice• Draw up assessment rubrics
As an extension activity the learners should develop a fl ow diagramTh e lesson is divided into two sessions, fi rstly a discussion and secondly a report-back session on Activity 6.
Week 3
Lesson 5
ACTIVITY 6 The sequence of manufacture for preparing a meal LB p. 142
Th e learners need to write down the sequence of manufacture for the process of preparing one item from the meal discussed above. Th ey then need to prepare a meal.
In this lesson you should recap and explain the design brief (learners need to state what the problem is and what they think a suitable solution to the problem would be).
A design brief should answer some or all of the following questions. Also consider other relevant information:Who does the problem involve?
ACTIVITY 6
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D131UNIT 7.2 MODULE 7 TERM 4
Where are the refugees? What is the situation refugees are faced with? When are you going to assist them? How are you going to assist them?
What specifi cations must be considered when cooking the meal?• Learners evaluate each design brief in the group using objective
criteria • Th ey should choose the most appropriate design brief or make up
a new brief by combining information from the diff erent design briefs.
• Draw up an assessment rubric for the evaluation of the meal.• Th ey should report back.• Th ere should be agreement of common criteria by which meals by
all groups will be evaluated in Lesson 5.
For suggested criteria for the design brief, refer to Appendix 1.For suggested criteria for the evaluation of the meal, refer to
Appendix 2.
Week 3
Lesson 6Th e learners need to evaluate the meal in terms of fl avour, texture and nutritional value.
Focus: Making and Evaluating Skills
ACTIVITY 7 Prepare the meal LB p. 142
Group
Ensure that the learners have a rubric and keep their design brief and list of details in mind, as they prepare the item for the meal.Reassert that this activity will be judged on the criteria set out in the rubric discussed.
ACTIVITY 8 Evaluate your meal LB p. 142
Group
Learners cook and evaluate a mealAssessment Activities: • Educator Assessment • Peer Assessment (Taste Panel –Extension Activity)Assessment Tools / Assessment Methods : • Observation – Assessment rubric (Appendix 2)• Taste Panel – Rating Scale• Self -Assessment Task (Homework Activity)
ACTIVITY 7
ACTIVITY 8
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D132 SECTION D TEACHING GUIDELINES
Additional resources needed: • Educator – Assessment Rubric• Learners – Rating Scale for judges on Taste Panel• Cooking Utensils (provided by members of each group)• Suitable cooking apparatus (to be decided on by individual
school)
Groupwork activity: • Learners cook meal in the allocated time • Educator observes and scores learners • Set up a taste panel to score meals according to established criteria
(extension activity )
Unit 7.3 Investigate clothing worn by people in specialised occupations
Week 4
Lesson 7Th e learner needs to investigate diff erent clothing worn by people working in emergency situations.
Focus: Investigation Skills
ACTIVITY 9 Uniforms LB p. 144
A: Fireman B: Policeman C: Nurse D: Soldier in the army E: Emergency Rescue ServicesF: Doctor
Learning activities: • Learners should investigate and draw up a list of local emergency
facilities and contact numbers.• Discussion and report back Activity – Personal Safety • Poster Making – How to make sure of your personal safety
(Extension / homework Activity).
Assessment Activity: • Informal assessment – You should check and correct the research
activity• Formal assessment Task – Assessment of poster (Optional )
ACTIVITY 9
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D133UNIT 7.3 MODULE 7 TERM 4
Additional Resources: • Pencil crayons or koki pens and chart paper
Suggested emergency facility services and numbers should include: • Police • Fire Department • Ambulance • Medical Emergency Rescue Services• SAPS Crime Stop• Poison Information • Contact numbers of individuals that should be contacted in the
event of an emergency (Mom / dad / grandparent / work numbers / family doctor etc.)
Suggested information needed when making an emergency call: • Name • Address • Type of emergency • Report what the emergency is
Week 4
Lesson 8Th e learners need to fi nd out what textiles are used to make clothing worn by fi re-fi ghters, and also what textiles are used to make clothing worn by members of the NSRI.
Focus: Investigation Skills
ACTIVITY 10 The fi refi ghter’s clothing LB p. 147Learners need to investigate clothing worn by individuals working in emergency situations.1. Redraw the following table in your exercise book2. Use the fact fi le on ‘Clothing worn by fi refi ghters’ to help you
complete the table.
ACTIVITY 10
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D134 SECTION D TEACHING GUIDELINES
3. As a homework activity you should research and fi nd out the names of textiles used to make each of the items of clothing listed in the table.
Item of clothing Purpose Name / type of textile used to manufacture item
T-shirt Protection from heat / keeps the fi refi ghter cool
Cotton
Turnouts Protection from hazardous elements / easy to put on in
a hurry / place for equipment needed
Aramid fi bres e.g. Normex and Kevlar
Refl ective strips Easy to see at night Vinyl
Outside layer of pants To protect fi re fi ghter Normex / Kevlar
Inner layer of pants Provides protection from thermal heat
Fabric that is treated with fi re-resistant chemicals to resist
heat and fl ames
Hood For protection Normex
Gloves Protect fi reman’s hands from fl ames and heat / allows fi reman to hold hot and
hazardous elements
Leather and fi re retardant fi bers e.g. Normex and Kevlar
ACTIVITY 11 Extension activity LB p. 147
Crossword Puzzle Across1. Pants that are turned inside out with the boots attached (Turnouts)6. Made of heavy duty leather and a Nomex lining (Gloves)7. Type of strip that makes the fi reman more visible in the dark (Refl ective)
Down2. Fire-resistant material (Nomex)3. Type of fastener that makes the uniform easy to close (Velcro)4. Has words and numbers that gives information about the fi re department to which the fi reman belongs (Helmet)5. Helps protect the lower body (Pants)
Week 5
Lesson 9Th e learners need to examine building materials used by indigenous people in rural South Africa.
ACTIVITY 11
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D135FORMAL ASSESSMENT TASK TERM 4
ACTIVITY 12 Building materials LB p. 149Learning activities:• Identify and tabulate the materials and building techniques used
by indigenous people in South Africa• Discuss the mini-PAT• Plan the mini-PAT
Building materialsTable of indigenous houses:
Indigenous people
Province Shape Materials Building techniques
Impact on the environment
Xhosa Eastern Cape Dome-shaped/ beehive shape / round rondavel
Cow dung, grass, poles, thatch, rope made of grass
Venda Limpopo As above As above
Sotho North West Province
As above As above
Ndebele Northern Province
Trapezoid As above
Building Techniques: (Th is is the same for all rural homes.)Th is consists of a simple framework made of tree poles and mud bricks plastered with mud. Th e roof is conical in shape and made of thatch and sewn on to wooded branches using rope made from grass. Floors are usually smeared with cow dungBuilt using hands and feet.Impact on the environment: (Same for all)Has a negative impact on the environment. Usually made from readily available materials found in the environment e.g. grass used as thatch for roofs, branches used as poles for framework – this leads to nature being destroyed and used as building materials. Th is can also lead to soil erosion. No proper service delivery in the area and these results in no running water, so rivers are being polluted because water is used for the washing of cars, bathing and the washing of clothes. No waste removal facilities results in pollution in the area.• Discuss the background scenario in preparation for the mini-PAT.• Divide learners into groups for Lesson 14 to allow learners time
to organise and plan the building of the model of the emergency shelter.
ACTIVITY 12
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D136 SECTION D TEACHING GUIDELINES
Week 5
Lesson 10Th e learners need to explore the building materials used by migrant workers in informal settlements.
Focus: Investigation Skills
ACTIVITY 13 Informal settlements LB p. 150Learning activities:Th e learners need to do a written task on the case study on informal settlements. Th ey also need to complete a poster on recycling.Assessment tools and techniques: Observation: completion of tasks Rubric: Assessment of poster (optional)
Suggested Answers:(A) Overcrowding, lack of facilities such as electricity, water, sanitation, security, inaccessibility because of a lack of roads esp. in emergency situations. Fire hazard because of materials used for building, pollution, spread of diseases because of a lack of sanitation, running water and no refuse collections, unemployment, houses being swept away or damaged in harsh weather conditions.(B) Iron, plastic sheeting, wood, mud and tin(C) Dumps, collected along the road, hardware shops (D) Th e negative impact includes: soil erosion because of the removal of vegetation to build informal houses, pollution: air pollution because of fi res used to cook food, boil water and warmth, and land pollution: litter (accept other answers).
Week 6
Lesson 11Th e learners need to look at chemicals used to waterproof textiles.
ACTIVITY 14 Flammable textiles: Teacher demonstration lesson LB p. 152
Learning activities: • You should demonstrate the properties of textiles in the lesson or
group activity (fl ammability test and absorbency test ).• Record data (Observation Sheet) • Individual Activity: Written task
Assessment tools and methods: • Corrections of observation task • Observation sheet
ACTIVITY 13
ACTIVITY 14
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D137FORMAL ASSESSMENT TASK TERM 4
Additional resources needed:
• Strips of diff erent textured fabric • Candle • Braai tongs • Matches or lighter • Bowl of water• Observation sheet (Appendix 3)
ACTIVITY 15 Waterproofi ng chemicals: Teacher demonstration lesson LB p. 152
Th e learners need to look at the burning characteristics of textiles.
Table of textiles:
Type of fabric Reaction to fl ame Odor
Cotton Continues to burn and turns to ash
Silk Burns slowly, can self-extinguish, will smoulder for some time.
Synthetic fabric Usually plastic-based so will fl ame and burn quickly. Will melt, leaving a molten residue.
Wool Diffi cult to ignite, will often extinguish in the fl ame.
Week 6
Lesson 12Th e learner needs to write a design brief with specifi cations for a suitable textile that can be used to build an emergency shelter. Th ey should plan this design using free hand sketches of emergency shelters. Note that the next lesson (Lesson 14) requires building an emergency shelter which will require getting materials in advance and an appropriate amount of time. Th e learners may need to begin this in Lesson 13.
Focus: Design Skills
ACTIVITY 16 Revision LB p. 153Learning activities: • Learners sketch design ideas• Learners make an informed choice regarding design ideas• Draw up a design specifi cation sheet• Plan building task (Lesson 13/14)
Assessment Methods and Tools: • Informal Educator assessment; observation of completion of tasks
ACTIVITY 15
ACTIVITY 16
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D138 SECTION D TEACHING GUIDELINES
Additional resources needed:
• You should provide copies of the planning sheet (Appendix 4) and copies of the assessment rubric (Appendix 5).
Learners individually draw design ideas then working in their allocated groups in Lesson 9 Activity 12. Th e learners then choose the best idea, give reasons for their choice and draw up a design specifi c sheet for the model of the shelter they will build.
Learners need to list resources and equipment needed and allocate tasks to group members.
Hand out assessment rubrics to be used in the assessment of the task (Appendix 5). Discuss the criteria so that learners are aware of what is expected of them and how marks will be allocated.
Th e learners need to complete their homework task by fi lling in a planning sheet (Appendix 4).
Week 7
Lesson 13 and 14: The learners need to make a model of an emergency shelter
ACTIVITY 17 Making skills LB p. 154Learning activities: Learners build a model of a refugee shelter in the two hours allocated for them. Assessment tools and methods: • Mini-PAT: Formal Assessment Task to be done under educator
supervision• Observation• Assessment rubric
Additional resources needed include: • Learners need to provide their own resources to complete the task.• Assessment rubric (Appendix 5)
All learners should have a copy of the assessment rubric (Appendix 5).
Learners will work in groups to build a model of an emergency shelter, keeping the specifi cations and criteria given in the assessment rubric in mind. All members of the group need to be actively engaged in the task. Th is task is to be completed in the allocated time of two hours. Th e skills focus of this particular mini-PAT is to design and make.Use Appendix 5 to assess the task.
ACTIVITY 17
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D1 TOPIC TERM3 E1
This part of your Teacher’s Guide is for storing all photocopiable templates, worksheets, and resources that are provided and that you may come across in your planning and research.
RecordsheetsandAssessmenttemplatesandworksheets E3
Section E: Photocopiable resources
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Generic analytic rubric
Anexampleofagenericanalyticalrubrictoassessdesigncapabilityinamini-PAT
Levels of competenceCompetent Developing
butnotyetmastering
Progressing
5 4 3 2 1
Generateanddevelopdesignideas
Uses drawings reflectively to generate new ideas
Progression of ideas across of within drawings
Design ideas are generated but not developed
Simple sketch showing object to be made
Drawing a picture not designing a product
Explorethepossibilitiesoftheproblem/need
Combining novel solutions to produce innovative design
Using drawings to develop novel design solution(s)
Recording possible creative solution(s) to the task
Stereotypical response, showing little creative thought
Design possibilities are not addressed in the drawing
Addresstheconstraintsoftheproblem/need
Task constraints treated as part of iterative process
Task constraints considered as the design proceeds
Records way to address task and/or client needs and wants
Drawings show some understanding of task constraints
Minimal understanding of task/user needs
Planthelookoftheproduct
Ideas about finishing develop within overall design
Ideas about finishing are added to design whilst drawing
Overall decoration scheme considered
Little consideration of final appearance of product
Appearance of product is not considered
Communicatedesignideas
Clear enough for somebody else to make the product
Conveys sense of the object to be made, e.g. working diagram
Conveys some sense of the object to be made, e.g. indicates materials
Simple unlabelled sketch(es); relying on shared meanings
Use of narrative or other drawing genre
Planconstruction
Constructional issues considered en route to final design
Drawing demonstrates consideration of construction
Drawing indicates some consideration of construction
Minimal consideration of construction while drawing
Not planning to make the object drawn
Evaluatewhiledrawing
Changes made as a result of considering design drawings
Decisions made about products while drawing
Considered and rejected a range of ideas
Minimal evaluation at drawing phase
Yet to define the design task
Provideabasisformaking
Using drawings as a resource during making
Clear development path through drawing into making
Object is one of the ideas drawn
Product relates to ideas recorded in the drawing
Making an object is seen as separate new activity
Comments to improve the learner’s performance in design capability:
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Worksheet for oblique drawing
Complete the following drawing of a bracket in oblique using the measurements given.
10
10
50
50 50
25
Grid
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Worksheet for perspective drawing
OnePointPerspectiveWorksheet
Using one perspective, parallel lines converge to one point somewhere in the distance. This point is called the vanishing point (VP). This gives objects an impression of depth.
When drawing using one point perspective, all objects vanish to one common point somewhere on the horizon.
VP
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Although it is possible to sketch products in one point perspective, the perspective is too aggressive on the eye, making products look bigger than they actually are.
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Worksheet on levers
Purposeoflevers:Levers work with the strength that the operator applies to the job in order to do more work.
Examplesoflevers:Seesaw, balance scale, scissor lifts, bottle opener, fishing pole.
Howtouselevers:
Load
Levers have three parts: fulcrum, effort, and load
EffortLoad
Lever
Fulcrum
Load:• The fulcrum is the place where the lever rocks back and forth, or the pivot point. • The effort is the amount of force the operator has to apply. • The load is the object to be lifted or lowered. • When the fulcrum is in the middle of the lever, the amount of effort the operator pushes
down equals exactly the amount of the load lifted on the other end. • When the fulcrum is closer to the load, the operator does not have to push down as hard to
lift the same weight, the difference is the operator will have to push down a longer distance.
There are three classes of levers. • In the first-class lever the fulcrum is in the middle with the effort on the left and the load
on the right. • In the second-class lever the load is in the middle with the fulcrum on the left and the
effort on the right. • In the third-class lever the effort is in the middle with the fulcrum on the left and the load
on the right.
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Identify the class of lever illustrated in each example. Mark the fulcrum with a dot.
1. Which class of lever is the
crocodile’s jaw? 2. When he pulls up the rod
with his right hand, what type of lever is he using?
3. Which lever is used to flip the egg?
_______________________ _______________________ _______________________
4. Which lever is used to make a hole?
5. Which lever is used in rotating the broom?
6. Which lever is the flagpole they are raising?
_______________________ _______________________ _______________________
7. Which lever is not being used properly?
8. Which type of lever are the wire cutters?
9. Which class of lever is the wrench?
_______________________ _______________________ _______________________
10. Examine the mechanism that moves the drum stick. What type of lever is it?
11. A seesaw is an example of which class of lever?
12. A wheelbarrow is an example of which type of lever?
_______________________ _______________________ _______________________
Worksheet on levers (continued)
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Self Assessment Worksheet
Complete this worksheet to test your knowledge of structures (at the end of Unit 4.3)
A. Look at each of the pictures. Name the force at work. Draw in an arrow showing the direction of the force:1. A hand squeezing a ball2. Books on a shelf3. Opening a jar4. A chain breaking as it carries a weight which is too heavy5. A car crashing into a wall
a. b.
c. d. e.
B. Label these different forces
DESCRIPTION FORCE
This force pushes parts of a structure together
This force causes twisting
This force causes the member to sag or bend
This force causes the structure to break or split
This force tries to pull the parts or members away from each other
C. Give your own example of the five forces at work.D. Draw a picture to illustrate the following parts of a structure. Illustrate only three of the
following:• A strut• A buttress• A beam• A column• A guy
E. Think of questions to ask before designing and building a structure. Ask at least five questions.
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A. 1. Compression2. Compression3. Torsion4. Shearing5. Compression
B.
DESCRIPTION FORCE
This force pushes parts of a structure together compression
This force causes twisting torsion
This force causes the member to sag or bend bending
This force causes the structure to break or split shearing
This force tries to pull the parts or members away from each other tension
C. Answers will varyD. Students choose three parts of a structure to illustrateE. Some of their questions may include the following:
• What factors in the environment can affect the structure?• What is the mass and size of what the structure needs to support?• What is the mass of the structure itself?• How much will it cost to build the structure?• Is the structure safe?• What resources are available to build the structure?• How will the presence of the structure affect the environment and the community?
For each of these objects, decide whether or not the object needs to be strong in tension, compression or torsion.
Answers to Self Assessment Worksheet
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Record Sheets and Checklists for
Electrical Systems and Control
Here is an example of a table that the groups can use to keep record of their recycling scheme:Typesofmaterialsrecycled
Numberofbinscollected
Datescrapmaterialsweresold
Amountofmoneyusedfortransport
Amountofmoneymade
Paper and magazines
Glass bottles
Scrap metal
Plastic bottles
Cardboard
Aluminium cans
Here is a quick revision exercise that the learners can write in their Technology book and then complete a peer assessment:
Which metals were attracted to the magnet?
Name some of the materials that you can re-cycle in your area.
Why do you think you should separate the waste materials?
Did you manage to organise someone to whom you can sell your waste materials?
Did you set up your recycling area neatly and with the correct labels?
Peer assessment checklist:Yes No Comment
Were they able to co-operate with the other members of the group?
Did they manage to sort out which metals were attracted to a magnet?
Did they select suitable material or materials for recycling?
Are they organising their recycling bins?
Have they encouraged other learners from the school to collect materials for them?
Are they keeping a record of the materials they have collected?
Are they keeping a record of the money they are making?
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Copy this table into your books and then record your findings:Materials Attractedtomagnet Notattracted
tomagnetCanyougiveareasonwhy?
Self-assessment:Yes No Comment
Were you able to answer the questions on your own?
Do you have a good understanding of magnetism?
Did you manage the experiments in your group?
Did you manage to tabulate the materials that were attracted and not attracted to a magnet?
Did you co-operate with your group?
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Emergency situations that lead to refugee situationsNaturalDisaster RefugeeSituation Reasons
Self-assessment rubric:Reflectionquestion Yes No Comment
I knew the answers to all the questions.
I have a good understanding of refugees and the types of problems they face.
My group worked effectively on the making task.
My group was able to choose a practical item to prepare.
I think that my marks for tasks completed so far are good.
Materials and building materials used by indigenous people in South Africa:Indigenouspeople
Provinceinwhichpeoplelive
Shapeofhome
Materialsused
Buildingtechniqueused
Impactontheenvironment
Zulus KwaZulu-Natal
Dome-shaped
• Wood• Dry grass• Mud
Weaving • Trees and grass are cut to provide the resources needed
• Materials used can easily catch alight and cause widespread damage
Record Sheets and Checklists for
Emergency Situations
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Formal Assessment Task: Mid-year exams
1. Look at the following pictures and identify the kind of structure of each.a) skeleton b) cool drink can c) mine headgear
d) windows (set) e) chair f) column
(6)2. Explain carefully the diff erences between the kinds
of structures in Question 1. (4)3. Fill in the following table:
STRUCTURE MAN-MADE NATURAL FUNCTION
Tree
Bridge
Honeycomb
Juice carton
Egg-box
(15)
4. Choose answers from the box
ladder/building skeleton
frame shell snail
found/situated seen
a) A ........... structure is made up of diff erent parts which are joined together. b) Altogether the diff erent parts make up the ...........c) A ........... is an example of a frame structure.d) Th e frame structure cannot always be ........... as it is often ........... inside.e) An example of this is a ........... It supports the other parts of the body like the heart,
lungs, brain and the stomach.
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f ) ........... structures are not made up of different parts.g) They do not have a ...........h) The ........... structure provides its own support.i) The ........... is an example of a shell structure. (9)
5. Look at the pictures and label the forces at work in each picture.a) Putty being stretched b) Elephant pulling a load
c) Handshake d) Opening a jar
e) Two people standing on a beam which is bending
(5)6. Match the force with its description. Fill in the correct number next to the letter.
FORCES DESCRIPTION
A. Compression 1. Directions. It is a cutting force.
B. Torsion 2. This force squashes an object.
C. Tension3. One surface is squashed while the
other is pulled.
D. Bending 4. Here the structure is twisted.
E. Shearing5. This happens when the structure is
stretched.
A. ............................. B ............................. C. ............................. D. ............................. E. ............................. (5)
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7. List the three basic functions of a structure. (3)8. Look at the pictures and label the structural parts shown by the arrows. (7)
a) b) c) d)
e) f ) g)
9. Look at the pictures below and decide what makes each of the following stable or unstable. a) Water towerb) A candlestick with a broad basec) A sports card) A man on a heavily overloaded bicyclee) A tower supported by buttresses (5)
a) b) c)
d) e)
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10. Look at these two pictures. In each a material is being strengthened. a) How is it being strengthened? b) What is the process called? (4)
11. a) How would you strengthen this farm gate?
b) What is this process called? (2)
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12. a) Look at the picture of visual pollution and describe what you understand by the term ‘visual pollution’.
b) Who is responsible for this? c) What can you do to prevent it from happening? (6)
13.
Using the picture above, explain vanishing point and label it on the picture. (2)
14. a) Write a design brief for the following • A bag for marbles
Or• A stationery holder for a desk
b) Write at least five specifications for your design brief. (5)
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15. Name six safety rules which might be broken in a Technology classroom. (6)16. South Africa was awarded the Soccer World Cup for 2010. The main grandstand had
to be upgraded specifically to cater for elderly and disabled spectators. The design needed a ramp for wheelchairs, and suitable stairs for elderly people to be able to use in comfort.
Here is a design submitted by a hopeful contractor. The design is poor and will be rejected.
a) List four problems with the design and propose solutions for each problem. [4]
( 88 } 2 = 44 marks or 44 } 4 = 11)
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Formal Assessment Task: Mid-year exams memorandum
1. a) Frameb) Shellc) Shelld) Framee) Framef ) Solid (6)
2. A frame structure is composed of different parts joined together. These parts make up the frame. Sometimes something is supported from inside, for example a skeleton supports the body and is a frame structure. Sometimes the framework of the structure is hidden as it provides protection from within.
A shell structure is not composed of different parts. Rather it is one whole piece. It does not have a frame as a support as the shell acts as the support. It is usually lighter in weight than a frame structure. The strength comes from the shell itself. The body of a car is a shell structure.
These solid structures are not made of different parts but are ‘one form’ structures, such as a column. (4)
3. STRUCTURE MAN-MADE NATURAL FUNCTION
Tree yes Support, protect
Bridge yes Span, support
Honeycomb yes Support, protect
Juice carton yes Contain, protect
Egg box yes Contain, protect
(15)4. a) Frame b) Frame c) Ladder d) Found/Situated e) Skeleton f ) Shell g) Frame h) Shell i) Snail (9)
5 a) Tension b) Tension c) Compression d) Torsion e) Compression and tension (5)
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6. A 2; B 4; C 5; D 3; E 1 (5)
7. Hold or support Span or reach Protect, close or contain (3)
8. a) Beamb) Columnsc) Guys/tiesd) Guys/tiese) Strutsf ) Buttress g) Triangulation (7)
9 a) Broad base b) Broad base c) Low on the ground d) Top too heavy e) Buttress supporting wall (5)
10. a) By putting a folded concertina piece of paper between two sheets of paper and by gluing several sheets of the material together.
b) Corrugation and lamination (4)
11 a) A cross brace b) Triangulation (2)
12 a) Pollution of the skyline by poor architecture, adverts and smog (3) b) People (1) c) Municipal by-laws, complaints to councillors, city planner (2)
13. Where the two sides of the railway line apear to meet in the distance and you cannot see any further. (2)
14. Bag of marbles. See page E23: Example of a design brief checklist. A stationery holder for a desk. See page E24: Design brief checklist
for a stationery holder. (5) (Both the information that goes into the design brief and the specifications are
contained in these documents.)
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15. Learners may choose any six of these safety rules (6) Tools:
• Never leave tools near the edge of the bench top, rather put them away or far back on the bench.
• Walk, do not run, with tools.• Tools should be kept sharp. • Never use a file without a handle. • Hammer heads should be firmly wedged onto their handles.• Only use when in the technology room.• When carrying tools carry them with their cutting edge or point facing downwards.• Never put nails or sharp objects into your mouth.• Report any faults in equipment to your teacher immediately.• Wear safety goggles when working with equipment.
Clothing:• Sleeves should be buttoned or rolled up out of the way.• Ties should be tucked into shirts.• Shoe laces should be tied.• Long hair should be tied up.
Electricity:• Never use faulty, or frayed cords, or equipment with loose connections.• Always switch off the current when not in use.• Never undertake repairs, ask an expert.
General:• Put all tools back where they are stored when not in use.• Pick up any scraps or off-cuts of materials.• Clean up oil or paint spills immediately.• If accidents occur, seek first aid immediately.• Always report all accidents even if small.• Wash hands thoroughly after using things like oil, turps, thinners and varnish.• Enter the room sensibly. • Do not interfere with the work of other learners.• Always get your teacher’s permission before using equipment.
16. (4)Erroridentified(anyfourneeded) Mark Solutionproposed(anyfourneeded) Mark
Ramp too narrow 1 Widen ramp to at least 800mm 1
Ramp too steep (5:1 gradient) 1 Lengthen structure to at least 4m 1
Stair riser too high 1 Add additional stair 1
No handrail to add safety for users 1 Add handrail 1
No barrier to prevent wheelchair running off the ramp
Or1
Add low barrier such as a line of bricks ORAdd handrail at wheel-height (better idea – learners can score a bonus mark for this)
Or1
( 88 } 2 = 44 marks or 44 } 4 = 11)
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Formal Assessment Task 1: Answer sheetExample of a design brief checklist
DESIGNBRIEF 4 3 2 1 COMMENTS
Problemisstatedinsimplesentences(4marks)A large bag in which to carry marbles as the learner needs to be able to take them to school to play games at break.
Solutionisdescribedsimply(4marks)Make a bag from scrap materials or strips of plastic, with a draw string to close the opening.
Thefunctionoftheproductisdescribed(4marks)Sturdy bag to hold the marbles securely.
Theuserisdescribed(4marks)Boys and girls from Grade 1—7
Thecontextisdescribed(4marks)A hard wearing bag to hold marbles in a schoolbag
SPECIFICATIONS
Specificationswithregardtosize(4marks)15 cm by 12 cm
Specificationswithregardtofeatures(4marks)Must have a drawstring to close the opening securely
Specificationswithregardtoattractivenessofdesignanduse(4marks)Bright colours, durable material
Specificationswithregardtoprice(4marks)Under R10
Specificationswithregardtothetargetmarketanddurability(4marks)Will handle constant use, so strongGrade 1—7 boys and girls
Specificationswithregardtoappearance(4marks)Bright and colourful
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Formal Assessment Task 1: Answer sheetDesign brief checklist for a stationery holder
Stationery holderDESIGNBRIEF 4 3 2 1 COMMENTS
Problemisstatedinsimplesentences(4marks)A container is needed in which to keep pens, pencils, erasers, a ruler, pencil crayons and kokis which will stand on the desk.
Solutionisdescribedsimply(4marks)Make a container with various compartments in which to store the items. It must stand on the desk.
Thecontextisdescribed(4marks)It must be able to stand on a desk without taking up too much space and be stable, and provide storage.
Thefunctionoftheproductisdescribed(4marks)A sturdy container to keep stationery safely and neatly and readily available.
Theuserisdescribed(4marks)Boys and girls from Grade 1—7
Specificationswithregardtohowthebagshouldbeopenedandclosed(4marks)It must have an opening at the top with a drawstring to pull it closed.
Specificationswithregardtosize(4marks)It must be large enough to hold the stationery but not occupy too much space on the desk.
Specificationswithregardtoprice(4marks)Under R10
Specificationswithregardtothetargetmarketanddurability(4marks)Will it handle constant use?
Specificationswithregardtoappearance(4marks)Bright and colourful
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Rubrics and checklists for cell phone tower
TheLEARNER: 4:HIGHLYEFFECTIVE(MARKS4/5)
3:MOSTAREASAREEFFECTIVE(MARKS3)
2:SOMEAREASAREEFFECTIVE(MARKS2)
NOTEFFECTIVE(MARKS1)
COMMENTS
A. INVESTIGATES Understands the problem context.
A. INVESTIGATESThere is evidence of an excellent understanding of important ideas
A.A good understanding of important ideas
A.Some relevant ideas were considered
A.Ideas were not appropriate
Produced flow diagram/sequenced notes on making the tower.
A.Understands problem well
A. Good understanding
A.Partial understanding
A.No understanding
B. COMMUNICATES Is able to manufacture a product according to the design brief.
A.Excellent sequence of steps
A.Good sequence of steps
A. Partial sequence
A. No sequence
Communicates ideas clearly in the presentation.
B. COMMUNICATEProduct followed design brief and specifications
B. Good interpretation of design brief and specifications
B.Incomplete interpretation of design brief and specifications
B.Product differed widely from design brief and specifications
Explains his/her role clearly in the presentation.
B. Ideas clearly and accurately presented
B.Good presentation of ideas
B. Ideas were muddled and presentation was average
B.Presentation was poor. Ideas not clear
Has drawn and developed working drawings:1 drawing using oblique perspective1 drawing using 1VP perspective.
B. Role clearly defined
B. Good definition of role
B. Vague definition of role
B.No definition of role
Has contributed to the decision making and discussions in the group, with regard to the choice of working drawing for the final plan and evaluation ofgroup members’ drawings.
B.Excellent working drawings
B.Good working drawings
B.Some aspects present in drawings
B.Poor working drawings
Use of portfolio to communicate technological processes.
B.Excellent contribution to discussions
B. Good contribution to discussions
B.Contribution little
B. No contribution
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TheLEARNER: 4:HIGHLYEFFECTIVE(MARKS4/5)
3:MOSTAREASAREEFFECTIVE(MARKS3)
2:SOMEAREASAREEFFECTIVE(MARKS2)
NOTEFFECTIVE(MARKS1)
COMMENTS
C. UNDERSTANDING OF KNOWLEDGE AND CONCEPTSIs able to use and apply research findings on strengthening structures, rigidity and stability.
C. KNOWLEDGEIn depth knowledge of structural concepts
C.Good knowledge of structural concepts
C.Understands structural concepts with assistance
C. No understanding
D. PROBLEM IDENTIFIED
D.Generation of ideasAble to think up several relevant ideas
D.Able to generate at least 2 ideas
D.Needs assistance to follow through ideas
D. Unable to follow through with ideas
Follows through on ideas that have been developed in a logical way.
D. APPLICATION OF TECHNICAL PROCESSApplies technical process correctly
D.Good application
D. Needs assistance to apply technological process
D.Technological process incorrectly applied
Is able to solve the problem by applying the technological processes correctly.
C. KNOWLEDGEIn depth knowledge of structural concepts
C.Good knowledge of structural concepts
C.Understands structural concepts with assistance
C. No understanding
E. DESIGNHas contributed towards the design and execution of a poster for the group discussions in the group.
E. DESIGN, EXECUTION OF POSTERExcellent visual appeal, bold lettering, excellent use of colour, shading
E.Good visual appeal, fair size lettering, good use of colour, shading
E.Some visual appeal, lettering poor, some use of colour, shading
E.Little visual appeal, poor lettering, poor use of colour, shading
A variety of creative options were explored.
E. Variety of very creative options
E.Good creative options
E.Some creativity
E. Little or no creativity
F. MAKEWorked neatly and safely when using tools.
F. MAKEUsed tools safely
F.Mostly safe usage
F. Some safety aspects considered
F.Ignored safety aspects
Made a list of resources needed.
Made a list of tools needed.
F.All resources listed
F.Most resources listed
F.Some resources listed
F.Few resources listed
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TheLEARNER: 4:HIGHLYEFFECTIVE(MARKS4/5)
3:MOSTAREASAREEFFECTIVE(MARKS3)
2:SOMEAREASAREEFFECTIVE(MARKS2)
NOTEFFECTIVE(MARKS1)
COMMENTS
Is able to bear in mind all the specifications when making the product.
F.All tools listed
F. Most tools listed
F.Some tools listed
F.Few tools listed
Model was well built and attractive.
F.All specifications followed
F.Most specifications followed
F.Some specifications followed
F.Few specifications followed
Model blended in with environment as much as possible.
F.Good workmanship, attractive
F.Acceptable quality, quite attractive
F.Errors in workmanship, does not blend in
F. Product incomplete, no attempts to blend in
G. EVALUATEIs able to evaluate own model, drawings and presentation.
G. EVALUATEProduct and process evaluated, recommendations made
G.Good evaluation
G.Either product or process evaluated or both done ineffectively
G. Product and process lack evaluation
Is able to evaluate other learners’ models, drawings and presentations.
G.Peer product and process evaluated, recommendations made
G.Good peer evaluation
G.Either product or process evaluated or both done ineffectively
G.Peer product and process lack evaluation
H. PLANNINGStuck to time constraints.
H. PLANNINGWell within time constraints
H. Delivered on due date
H. Shortly after due date
H. Well after due date
Participated in preparing joint strategy for presentation.
H.Excellent strategy planning
H.Good strategy planning
H.Some good ideas, but rather haphazard
H.No strategy planning
DESIGNBRIEFFORCELLPHONETOWER 4 3 2 1 COMMENT
The problem is clearly stated.
The language is simple.
All essential information is providedwith regard to use and purpose.
SPECIFICATIONS
Were there specifications with regard to size?
Were there specifications with regard to features?
Were there specifications with regard to attractiveness of design and how it should blend in with the environment?
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CODE LevelDescriptor:Theteam…
7 Completed the scale model, the standard of workmanship is excellent and the model is built accurately to scale and according to plan. All members of the team did participate.
6 Completed the scale model, the standard of workmanship is good and the model is built to scale and according to plan. All members of the team did participate.
5 Completed the scale model, the standard of workmanship is good but the model is not built to scale and according to plan. All members of the team did participate.
4 Completed the scale model, the standard of workmanship is good, but some members of the team did not participate.
3 Completed the scale model, but the standard of workmanship is poor. All members of the team did participate.
2 Completed the scale model but the standard of workmanship is poor and sloppy, and some members of the team did not participate.
1 Failed to complete the building of the scale model.
ASSESSMENTRUBRIC TeacherAssessmentMODE:Team
7 All team members spoke; the presentation content was very well planned and very well delivered, using various extra aids like posters or overhead transparencies or a computer.
6 All team members spoke; the presentation content was well planned, and well delivered.
5 One team member spoke; the presentation content was well planned, and well delivered.
4 All team members spoke; the presentation content was well planned, but badly delivered.
3 One team member spoke; the presentation content was well planned but badly delivered.
2 All team members spoke but the presentation was poorly planned and badly delivered.
1 One team member spoke, the presentation was poorly planned and badly delivered.
RUBRICPosterTeacherAssessmentMODE:TeamCODE LevelDescriptor:
7 The drawing is accurate, is drawn correctly in perspective, shows textures, colours, and shadows, and has additional detail (like trees, vehicles, people) that creates realism.
6 The drawing is accurate, is drawn correctly in perspective, and shows textures and colours and shadows.
5 The drawing is accurate, is drawn correctly in perspective, but shows only two textures or colours or shadows, not all three.
4 The drawing is accurate, is drawn correctly in perspective, but shows only one texture or colour or shadow, but not all three.
3 The drawing is inaccurate, perspective is attempted but is incorrect, does not attempt textures, colours, or shadows.
2 The drawing is inaccurate, perspective is not attempted, and does not show textures, colours, or shadows.
1 Little or no attempt is made to draw a poster.
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Analytic rubric for project task
LEARNINGAREA:TECHNOLOGY GRADE:7TOPIC/CONTENT/FOCUS:STRUCTURESACTIVITY:PROJECTTASKCompletedprojectwillbeassessedaccordingtothisrubric.Categories Levelsofeffectiveness
HighlyeffectiveMarkvalue5or4
MostareasareeffectiveMarkvalue3
SomeareasareeffectiveMarkvalue2
NoteffectiveMarkvalue1
Communicate: Use of a Project Portfolio to communicate the technology processesX2 = 10
Portfolio is highly organised and well planned. Excellent presentation of the technological processes.
Portfolio is organised and easy to follow. A strong knowledge of the technology processes is shown.
Portfolio is poorly documented and lacks creativity. Some sections are incomplete or inaccurate.
Portfolio is incomplete, contains incorrect information and reflects little effort. Reflects little knowledge of the technology processes.
Investigates/Research done X2 = 10
There is evidence of an excellent understanding of the important ideas.
A good understanding of the important ideas.
Some relevant ideas were considered.
Ideas were not appropriate.
Problem identifiedX1 = 5
Design brief and specifications are clear and correctly written.
The design brief and specifications are clear.
The design brief and specifications are correct but required assistance.
Unable to write a design brief or list specifications.
DesignX3 = 15
A variety of creative options are explored with effective communication using appropriate techniques.
Options given lack originality but are well presented with appropriate communication techniques used.
Options given are lacking in detail with little attention to communication techniques.
Options lack creativity and no detail is communicated.
Make X3 = 15
Good workmanship is displayed. Due attention is given to finishing.
Product presented is of an acceptable quality.
Product has many mistakes. Quality of finish is unacceptable.
Product is incomplete.
Evaluate against brief and specificationsX1 = 5
The product and the process are evaluated and recommendations made.
The product and the process are evaluated effectively.
Only the product or the process is evaluated or both have been done but are not effective.
Product and process is not evaluated.
Understanding of knowledge conceptsX2 = 10
An in-depth knowledge of structural concepts is shown.
Understands aspects of structural concepts.
Understands structural concepts when assisted only.
Unable to understand structural concepts.
Comment:
Teacher………...............................…………..…. Date………...............................…………….
Learner: ………...............................……………. Parent: ………...............................……....
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Assessment tools
NAMEOFLEARNER:_____________________GRADE7_____________________
TITLEOFTHEPROJECT:__________________DATE:________________________
FORMOFASSESSMENT:PROJECT:
CRITERIA LEVELSOFPERFORMANCE
Highlyeffective Mostareasareeffective
Someareasareeffective
Noteffective Score
5,4 3 2 1,0
Technological Process
Identifies the problem/need or want
The problem/need/want is exciting and has a wide scope for new solutions.
The problem/need/want offers good opportunities for new solutions.
The problem/need/want offers some new opportunities.
The problem/need/want offers little opportunities for new solutions.
Researching The learner has thoroughly researched the topic and related aspects of it.
The learner has read up and researched the topic sufficiently.
The learner has superficially read up on the topic, and can only answer basic questions.
It appears as if the learner has read and understood literature on the topic.
Designing The designs are very innovative and original and are very user friendly.
The designs are innovative in many aspects and are easy to use.
There are aspects of innovative designs evident and the designs are possible to use.
The designs show little innovation and are difficult to use.
Planning skills The learner has planned the execution of the design with care.
The learner has done adequate planning before attempting the design.
The learner has done some basic planning.
The learner shows little evidence of adequate planning.
Making skills The learner has used a wide range of complex manual skills.
The learner has used a range of different skills including some complex skills.
The learner has used many different basic manual skills.
The learner has used only a few basic manual skills.
Use of material The learner has made excellent choices of materials.
The learner has made appropriate choices of material.
The learner has made some poor choices of material.
The material is inappropriate.
Record of the process
The design process has been recorded clearly, creatively and in great detail.
A comprehensive record of the design process has been compiled.
A record of the basic steps of the deign only, has been compiled.
The record of the design process is sketchy and lacks clarity.
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Critical analyses and success of the design
The learner has already implemented improvements in a highly successful design.
The learner has good ideas for the improvement of a design which is basically successful.
The learner is aware of weaknesses but unable to suggest improvements in a design that shows limited success.
The learner is unable to pinpoint weaknesses in the design which does not really achieve what it was supposed to.
Neatness and presentation
Exceptionally neat work that is presented in an innovative and eye catching manner.
Good effort to produce work that is neat and visually pleasing.
Some effort has been made to present work neatly but is visually not inspiring.
Very untidy. Project makes a negative impact and points to confusion.
Confidence and enthusiasm
Learner is very confident and very enthusiastic about the project.
Learner seems confident and enthusiastic about the project.
Learner is not sure of topic and/or not enthusiastic.
Learner lacks confidence and/or enthusiasm.
Product:Structures
Specifications: The product must:Have a ramp that can move the cars from one level to the next Have at least three levels including the ground levelBe able to carry 16 toy carsFit in with the environmentMust be accessible to all people
All the specifications have been met.Show a high level of knowledge and skills Product is completed.Product is fully functional.Product is safe to use and attractive.
Most of the specifications have been metShow a good level of knowledge and skills Product is greatly completedProduct is complete but not functionalProduct is attractive and works well.
Some of the specifications have been met.Show a fair level of knowledge and skills.Product is partially completed.Product is not functional.Product is attractive but may have some safety problems.
Very little of the specifications have been met.Show very little knowledge and skills.Product is not completed.Product is not completed or functional.Product is not attractive.
X 2
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Constraints The height must be at least 30 cm The parking garage must be under 30 cm in length and 30 cm in width, but longer than 15 cm and wider than 15cm. The budget for the parking garage is R75-00
All the constraint were taken into considerationProduct is within the budgetCompleted within the time allocated.
Most of the constraints were taken into consideration.Product is close to the budget.Completed close to the time allocated.
Some of the constraints were taken into consideration.Product is not within the budget.Not completed within the time allocated.
Very little of the constraints were taken into consideration.Product is far outside the budget.Not completed at all.
X 2
Impact of technology
Impact of technological developments on the quality of people’s lives and the environment
Shows accurate evidence of having considered all the relevant factors that impact on people’s lives and the environment at a complex level.
Shows accurate evidence of having considered all the relevant factors that impact on people’s lives and the environment at an appropriate level.
Shows some evidence of having considered all the relevant factors that impact on people’s lives and the environment at an appropriate level.
Shows little evidence of having considered all the relevant factors that impact on people’s lives and the environment at a lower level than the appropriate level.
X 2
TOTAL / 80
COMMENTS:
SIGNATURE: __________________________________ DATE: ______________
Score learners according to the following rubric:Levels Percentages(%) Description
7 80 — 100 Outstanding achievement
6 70 — 79 Meritorious achievement
5 60 — 69 Substantial achievement
4 50 — 59 Adequate achievement
3 40 — 49 Moderate achievement
2 30 — 39 Elementary achievement
1 1 — 29 Not achieved
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Assessment scale for evaluationK
eye
lem
ents
,tr
ait
sto
be
evalu
ate
dL
EV
EL
7L
EV
EL
6L
EV
EL
5L
EV
EL
4L
EV
EL
3L
EV
EL
2L
EV
EL
110
0-
80
%7
9–
70
%6
9-
60
%5
9–
50
%4
9–
40
%3
9–
30
%2
9–
0%
Ou
tsta
ndin
gach
ievem
ent
Mer
itori
ou
sach
ievem
ent
Su
bst
anti
al
ach
ievem
ent
Adeq
uate
ach
ievem
ent
Moder
ate
ach
ievem
ent
Ele
men
tary
ach
ievem
ent
Not
ach
ieved
Ass
essm
ent
stan
dar
ds
pla
nn
ed
for
in t
he
asse
ssm
ent
task
ar
e al
l acc
ura
tely
re
flec
ted
at
a co
mple
x le
vel
Ass
essm
ent
stan
dar
ds
pla
nn
ed
for
in t
he
asse
ssm
ent
task
are
al
l acc
ura
tely
met
at
an
adva
nce
d le
vel
Ass
essm
ent
stan
dar
ds
pla
nn
ed
for
in t
he
asse
ssm
ent
task
are
A
lla
ccu
rate
lym
et
at t
he
appro
pri
ate
g
rad
e le
vel
Ass
essm
ent
stan
dar
ds
pla
nn
ed
for
in t
he
asse
ssm
ent
task
are
m
ostl
y m
et a
t th
e appro
pri
ate
gra
de
leve
l
Ass
essm
ent
stan
dar
ds
pla
nn
ed f
or
in t
he
asse
ssm
ent
task
are
part
ially
met
at
the
appro
pri
ate
gra
de
leve
l
Ass
essm
ent
stan
dar
ds
pla
nn
ed
for
in t
he
asse
ssm
ent
task
ar
e m
et a
t a
leve
l lo
wer
th
an
th
eappro
pri
ate
gra
de
leve
l
Ass
essm
ent
stan
dar
ds
pla
nn
ed
for
in t
he
asse
ssm
ent
task
are
att
empte
db
ut
are
n
otc
orr
ect
or
the
task
is in
com
ple
te
or
not
att
empte
dW
ork
is a
t a
com
ple
x le
vel f
or
the
Gra
de
Wo
rk is
at
an
adva
nce
d le
vel f
or
the
Gra
de
Wo
rk is
at
an
app
rop
riat
e le
vel f
or
the
Gra
de
Wo
rk is
mo
stly
at
the
app
rop
riat
e le
vel
for
the
Gra
de
Wo
rk is
par
tial
ly a
t th
e ap
pro
pri
ate
leve
l fo
r th
e G
rad
e
Wo
rk is
at
a ve
ry
basi
c le
vel,
bel
ow
gra
de
leve
l
Wo
rk r
eflec
ts p
oo
r u
nd
erst
and
ing
Has
dem
on
stra
ted
to
tal i
nd
epen
den
ce
wh
en u
sin
g a
ran
ge
of s
kills
acc
ura
tely
Has
dem
on
stra
ted
co
nfid
ence
w
hen
usi
ng
ski
lls
accu
rate
ly
Has
dem
on
stra
ted
a
subs
tan
tial
ran
ge
of
skill
s ac
cura
tely
Has
dem
on
stra
ted
an
ad
equ
ate
ran
ge
of s
kills
acc
ura
tely
Has
dem
on
stra
ted
a
mo
der
ate
ran
ge
of
skill
s ac
cura
tely
Has
dem
on
stra
ted
a
limit
ed r
ang
e of
sk
ills
accu
rate
ly
Is la
ckin
g in
ski
lls
Un
der
stan
ds
and
ap
plie
s al
l kn
owle
dg
e to
so
lve
pro
ble
ms
crea
tive
ly
and
inn
ovat
ivel
y
Un
der
stan
ds
and
ap
plie
s al
l kn
owle
dg
e to
so
lve
pro
ble
ms
inn
ovat
ivel
y
Un
der
stan
ds
and
ap
plie
s al
l kn
owle
dg
e to
so
lve
pro
ble
ms
Un
der
stan
ds
mo
st
of t
he
know
led
ge
as a
pp
lied
to
so
lve
pro
ble
ms
Has
so
me
un
der
stan
din
g o
f th
e kn
owle
dg
e as
ap
plie
d t
o s
olv
e p
rob
lem
s
Has
su
per
fici
al
un
der
stan
din
g o
f th
e kn
owle
dg
e ap
plie
d
to s
olv
e a
pro
ble
m
Has
ver
y lit
tle
un
der
stan
din
g o
f th
e kn
owle
dg
e ap
plie
d
to s
olv
e a
pro
ble
m
An
ind
epen
den
t w
ork
er
An
ind
epen
den
t w
ork
er n
eed
ing
co
nfo
rmat
ion
on
ly
An
ind
epen
den
t w
ork
er n
eed
ing
litt
le
assi
stan
ce
Sel
do
m n
eed
s as
sist
ance
fro
m
teac
her
s an
d p
eers
Nee
ds
som
e as
sist
ance
fro
m
teac
her
s an
d p
eers
Nee
ds
reg
ula
r as
sist
ance
fro
m
teac
her
s an
d p
eers
Lac
ks c
onfi
den
ce t
o
wo
rk o
n h
is/h
er o
wn
An
acc
ura
te
and
co
mp
lete
u
nd
erst
and
ing
of
the
use
of
com
ple
x in
form
atio
n a
nd
dat
a
An
acc
ura
te
un
der
stan
din
g o
f th
e u
se o
f ad
van
ced
in
form
atio
n a
nd
dat
a
Refl
ects
su
bsta
nti
al
un
der
stan
din
g o
f th
e u
se o
f ad
equ
ate
info
rmat
ion
an
d d
ata
Refl
ects
u
nd
erst
and
ing
of
the
use
of
adeq
uat
e in
form
atio
n a
nd
dat
a
Fin
ds
littl
e d
iffi
cult
y in
wo
rkin
g w
ith
el
emen
tary
fo
rms
of
info
rmat
ion
an
d d
ata
Fin
ds
dif
ficu
lty
in
wo
rkin
g w
ith
var
iou
s fo
rms
of e
lem
enta
ry
info
rmat
ion
an
d d
ata
Refl
ects
ser
iou
s m
isco
nce
pti
on
s w
hen
wo
rkin
g w
ith
in
form
atio
n a
nd
dat
a
Use
s co
mp
lex
tech
no
log
ies
ind
epen
den
tly
Use
s ad
van
ced
te
chn
olo
gie
s in
dep
end
entl
y
Use
s a
ran
ge
of a
pp
rop
riat
e te
chn
olo
gie
s in
dep
end
entl
y
Use
s a
ran
ge
of
tech
no
log
ies
wit
h
littl
e as
sist
ance
Use
s a
ran
ge
of
tech
no
log
ies
wit
h
som
e as
sist
ance
Nee
ds
con
sist
ent
conf
orm
atio
n o
f p
rog
ress
wh
en u
sin
g
tech
no
log
ies
Has
no
co
nfid
ence
w
hen
usi
ng
te
chn
olo
gie
s
Is p
rod
uci
ng
a h
igh
ly
effe
ctiv
e st
and
ard
of
wo
rk a
t a
com
ple
x le
vel
Is p
rod
uci
ng
a h
igh
ly
effe
ctiv
e st
and
ard
of
wo
rk a
t an
ad
van
ced
le
vel
Is p
rod
uci
ng
an
ef
fect
ive
stan
dar
d
of w
ork
at
an
app
rop
riat
e le
vel
Is p
rod
uci
ng
an
ef
fect
ive
stan
dar
d o
f w
ork
bu
t n
ot
alw
ays
at t
he
app
rop
riat
e le
vel
Is p
rod
uci
ng
a
mo
der
atel
y ef
fect
ive
stan
dar
d o
f w
ork
at
the
app
rop
riat
e le
vel
Wo
rk is
eff
ecti
ve
bu
t at
a b
asic
leve
l an
d n
ot
at t
he
app
rop
riat
e g
rad
e
Wo
rk is
of
an
inef
fici
ent
stan
dar
d,
imm
edia
te
imp
rove
men
t n
eed
ed
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Generic Rubric for assessment of a projectT
EC
HN
OLO
GY
NA
ME
OF
LE
AR
NE
R: _
____
____
____
____
____
____
____
___
CL
AS
S: _
_
TIT
LE
OF
TH
E P
RO
JE
CT:
___
____
____
____
____
____
____
_
FOR
M O
F A
SS
ES
SM
EN
T: P
RO
JE
CT
DA
TE
: ___
____
____
____
____
____
LE
VE
LS
OF
PE
RFO
RM
AN
CE
CR
ITE
RIA
Hig
hly
eff
ecti
veM
ost
are
as a
re e
ffec
tive
So
me
area
s ar
e ef
fect
ive
No
t ef
fect
ive
5, 4
32
1, 0
Sco
re
Inve
stig
ates
Hig
hly
dev
elo
ped
in t
he
skill
of
fin
din
g o
ut
thin
gs,
refl
ecte
d b
y:
• A
n a
bili
ty t
o c
riti
cally
an
alys
e si
tuat
ion
s, b
rief
s,
scen
ario
s, e
tc. s
o a
s to
iden
tify
p
oss
ible
pro
ble
ms,
nee
ds
or
op
po
rtu
nit
ies
and
art
icu
late
th
is c
lear
ly.
• A
n a
bili
ty t
o a
cces
s d
etai
led
in
form
atio
n b
y u
sin
g a
ran
ge
of s
kills
like
: an
alys
ing
exi
stin
g
pro
du
cts,
do
ing
pra
ctic
al
test
ing
pro
ced
ure
s an
d u
sin
g
suit
able
tec
hn
olo
gie
s to
loca
te,
colle
ct, p
rese
nt
and
co
mpa
re
info
rmat
ion
.
Go
od
ski
lls o
f fi
nd
ing
ou
t th
ing
s,
refl
ecte
d b
y:
• A
n a
bili
ty t
o a
nal
yse
situ
atio
ns,
b
rief
s, s
cen
ario
s, e
tc. s
o a
s to
id
enti
fy p
oss
ible
pro
ble
ms,
n
eed
s o
r o
pp
ort
un
itie
s an
d
stat
e fi
nd
ing
s.
• A
n a
bili
ty t
o a
cces
s in
form
atio
n
by u
sin
g a
ran
ge
of s
kills
like
an
alys
ing
exi
stin
g p
rod
uct
s,
do
ing
pra
ctic
al t
esti
ng
p
roce
du
res
and
usi
ng
su
itab
le
tech
no
log
ies
to lo
cate
, co
llect
, pre
sen
t an
d c
om
pare
in
form
atio
n.
Ski
lls o
f fi
nd
ing
ou
t th
ing
s ar
e re
flec
ted
by:
•
A b
asic
ab
ility
to
an
alys
e si
tuat
ion
s, b
rief
s, s
cen
ario
s,
etc.
an
d a
nee
d t
o b
e p
rom
pte
d
abo
ut
po
ssib
le p
rob
lem
s, n
eed
s o
r o
pp
ort
un
itie
s.•
An
ab
ility
to
acc
ess
info
rmat
ion
by
usi
ng
a s
om
e of
th
e sk
ills
like
anal
ysin
g e
xist
ing
p
rod
uct
s, d
oin
g p
ract
ical
te
stin
g p
roce
du
res
and
usi
ng
su
itab
le t
ech
no
log
ies
to lo
cate
, co
llect
, pre
sen
t an
d c
om
pare
in
form
atio
n.
Ver
y ba
sic
or
lack
of
skill
s of
fin
din
g O
ut
thin
gs
are
refl
ecte
d
by:
• A
n in
abili
ty t
o
anal
yse,
th
at r
esu
lts
in a
co
nst
ant
nee
d
to b
e p
rom
pte
d
abo
ut
po
ssib
le
pro
ble
ms,
nee
ds
or
op
po
rtu
nit
ies.
•
An
inab
ility
to
acc
ess
info
rmat
ion
by
usi
ng
sk
ills
like
anal
ysin
g
exis
tin
g p
rod
uct
s,
do
ing
pra
ctic
al
test
ing
pro
ced
ure
s an
d u
sin
g s
uit
able
te
chn
olo
gie
s to
lo
cate
, co
llect
, p
rese
nt
and
co
mpa
re
info
rmat
ion
.
/ 15
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Des
ign
sH
igh
ly d
evel
op
ed in
th
e sk
ill o
f p
lan
nin
g r
eflec
ted
by:
• A
bili
ty t
o s
tate
inte
nt
exp
licit
ly
(des
ign
bri
ef)
and
fu
rth
er
incl
ud
e q
ual
ity
para
met
ers
(sp
ecifi
cati
on
s)•
A g
oo
d v
arie
ty o
f d
etai
led
q
ual
ity
alte
rnat
ive
solu
tio
ns.
• W
ell t
ho
ug
ht
ou
t an
d
arti
cula
ted
rea
son
s fo
r ch
oic
es
mad
e.
• A
det
aile
d a
nd
ap
pro
pri
ate
dev
elo
pm
ent
of c
ho
sen
so
luti
on
.
Go
od
ski
lls o
f p
lan
nin
g r
eflec
ted
by
:•
Ab
ility
to
sta
te in
ten
t (d
esig
n
bri
ef)
and
fu
rth
er in
clu
de
para
met
ers
(sp
ecifi
cati
on
s)•
A g
oo
d v
arie
ty o
f al
tern
ativ
e so
luti
on
s.
• W
ell t
ho
ug
ht
ou
t an
d
arti
cula
ted
rea
son
s fo
r ch
oic
es
mad
e.•
An
ap
pro
pri
ate
dev
elo
pm
ent
of
cho
sen
so
luti
on
.
Ski
lls o
f p
lan
nin
g a
re r
eflec
ted
by
:•
A b
asic
ab
ility
to
sta
te in
ten
t (d
esig
n b
rief
) an
d a
nee
d t
o
be
pro
mp
ted
on
par
amet
ers
(sp
ecifi
cati
on
s)•
Lim
ited
so
luti
on
s (n
ot
alw
ays
alte
rnat
ive)
• R
easo
ns
for
cho
ices
mad
e n
ot
wel
l th
ou
gh
t o
ut
or
no
n-
exis
ten
t.
• T
he
cho
sen
so
luti
on
is n
ot
wel
l d
evel
op
ed.
Ver
y ba
sic
or
lack
of
skill
s of
pla
nn
ing
are
re
flec
ted
by:
• A
co
nst
ant
nee
d t
o
be
pro
mp
ted
to
sta
te
inte
nt
(des
ign
bri
ef)
and
par
amet
ers
(sp
ecifi
cati
on
s)•
Lit
tle
or
no
al
tern
ativ
e so
luti
on
s.•
Abs
ence
of
reas
on
s fo
r ch
oic
es•
Th
e ch
ose
n s
olu
tio
n
is n
ot
wel
l dev
elo
ped
.
/ 20
Mak
esH
igh
ly d
evel
op
ed in
th
e sk
ill o
fm
anu
fact
uri
ng
refl
ecte
d b
y:•
Man
ufa
ctu
rin
g a
ccu
rate
ly in
lin
e w
ith
th
e d
esig
n (
wo
rkin
g
dra
win
g)
• M
ade
in a
cco
rdan
ce w
ith
th
e p
lan
of
acti
on
th
at w
as s
et o
ut;
*A
ny d
evia
tio
n is
just
ified
.
Go
od
ski
lls o
f m
anu
fact
uri
ng
re
flec
ted
by:
*M
anu
fact
uri
ng
in li
ne
wit
h t
he
des
ign
(w
ork
ing
dra
win
g)
• M
ade
in a
cco
rdan
ce w
ith
th
e p
lan
of
acti
on
th
at w
as s
et o
ut.
Ski
lls o
f m
anu
fact
uri
ng
are
re
flec
ted
by:
•
A b
asic
ab
ility
to
man
ufa
ctu
re
in li
ne
wit
h t
he
des
ign
(w
ork
ing
d
raw
ing
)•
Mad
e b
ut
no
t al
way
s in
ac
cord
ance
wit
h a
pla
n o
f ac
tio
n.
Ver
y ba
sic
or
lack
of
skill
s of
man
ufa
ctu
rin
g
are
refl
ecte
d b
y:•
Man
ufa
ctu
rin
g t
hat
re
flec
ts li
ttle
or
no
co
rrel
atio
n t
o t
he
des
ign
(w
ork
ing
d
raw
ing
)•
Is m
ade
wit
ho
ut
a p
lan
of
acti
on
.
/ 15
Eval
uat
esH
igh
ly d
evel
op
ed in
th
e sk
ill o
f ev
alu
atin
g r
eflec
ted
by:
•
Lo
gic
al t
ho
ug
ht
ou
t ev
alu
atin
g
base
d o
n d
etai
led
cri
teri
a.
• A
pp
rop
riat
e te
stin
g p
roce
du
res
carr
ied
ou
t w
her
e n
eces
sary
. •
Exp
lan
atio
ns,
just
ifica
tio
ns
sup
po
rt fi
nd
ing
s th
rou
gh
ou
t th
e p
roce
ss.
Go
od
ski
lls o
f ev
alu
atin
g
refl
ecte
d b
y:•
Wel
l th
ou
gh
t o
ut
eval
uat
ing
ba
sed
on
cri
teri
a.
*Ap
pro
pri
ate
test
ing
pro
ced
ure
s ca
rrie
d o
ut
wh
ere
nec
essa
ry.
• A
deq
uat
e ex
pla
nat
ion
s,
just
ifica
tio
ns
to s
up
po
rt
fin
din
gs.
Ski
lls o
f ev
alu
atio
n a
re r
eflec
ted
by
:•
A b
asic
ab
ility
to
eva
luat
e u
sin
g
crit
eria
; so
met
imes
eva
luat
ing
w
ith
ou
t cr
iter
ia.
• B
asic
or
inap
pro
pri
ate
test
ing
p
roce
du
res.
• S
om
e o
r n
o e
xpla
nat
ion
s,
just
ifica
tio
ns
to s
up
po
rt
fin
din
gs.
Ver
y ba
sic
or
lack
of
eva
luat
ion
ski
lls
of R
eflec
tio
n a
re
refl
ecte
d b
y:•
Eval
uat
ion
is
no
t d
on
e o
r is
in
app
rop
riat
e•
No
evi
den
ce o
f te
stin
g p
roce
du
res.
•
Th
e ab
sen
ce o
f an
y ex
pla
nat
ion
s o
r ju
stifi
cati
on
s.
/ 10
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Co
mm
un
icat
esH
igh
ly d
evel
op
ed in
th
e sk
ill o
f P
rese
nta
tio
ns
refl
ecte
d b
y:•
An
exc
elle
nt
un
der
stan
din
g o
f g
rap
hic
al t
ech
niq
ues
.•
Th
e u
se o
f ap
pro
pri
ate
met
ho
d/s
of
pre
sen
tati
on
. •
Pre
sen
tati
on
of
wo
rk is
in a
lo
gic
al s
equ
ence
.
Go
od
ski
lls o
f P
rese
nta
tio
ns
refl
ecte
d b
y:
• A
go
od
un
der
stan
din
g o
f g
rap
hic
al t
ech
niq
ues
.•
Th
e u
se o
f ac
cep
tab
le
met
ho
d/s
of
pre
sen
tati
on
. P
rese
nta
tio
n o
f w
ork
is m
ost
ly
in a
log
ical
seq
uen
ce.
Ski
lls o
f P
rese
nta
tio
ns
are
refl
ecte
d b
y:
• A
bas
ic u
nd
erst
and
ing
of
gra
ph
ical
tec
hn
iqu
es.
• M
eth
od
/s o
f p
rese
nta
tio
n a
re
no
t al
way
s ap
pro
pri
ate.
• P
rese
nta
tio
n o
f w
ork
is n
ot
alw
ays
in lo
gic
al s
equ
ence
.
Ver
y ba
sic
or
lack
of
Ski
lls o
f P
rese
nta
tio
ns
are
refl
ecte
d b
y:•
Lit
tle
or
no
u
nd
erst
and
ing
of
gra
ph
ical
tec
hn
iqu
es.
• In
app
rop
riat
e m
eth
od
/s u
sed
in
pre
sen
tati
on
. •
Pre
sen
tati
on
of
wo
rk
is n
ot
in a
ny lo
gic
al
seq
uen
ce.
/ 15
Tech
no
log
ical
kn
owle
dg
e an
d
un
der
stan
din
g
Dem
on
stra
tes
an a
ccu
rate
u
nd
erst
and
ing
an
d c
an a
pp
ly
app
rop
riat
e kn
owle
dg
e ac
cura
tely
at
a co
mp
lex
leve
l.
Dem
on
stra
tes
an a
ccu
rate
u
nd
erst
and
ing
an
d c
an a
pp
ly
app
rop
riat
e kn
owle
dg
e ac
cura
tely
at
the
app
rop
riat
e le
vel.
Dem
on
stra
tes
som
e u
nd
erst
and
ing
an
d c
an a
pp
ly
know
led
ge
part
ially
at
the
app
rop
riat
e le
vel.
Dem
on
stra
te li
ttle
u
nd
erst
and
ing
of
know
led
ge
at a
le
vel l
ower
th
an t
he
app
rop
riat
e le
vel.
/ 15
Tech
no
log
y,
soci
ety
and
th
e en
viro
nm
ent
Sh
ows
accu
rate
evi
den
ce
of h
avin
g c
on
sid
ered
all
the
rele
van
t fa
cto
rs t
hat
impa
ct o
n
the
inte
r-re
lati
on
ship
bet
wee
n
scie
nce
, tec
hn
olo
gy,
so
ciet
y an
d
the
envi
ron
men
t at
a c
om
ple
x le
vel.
Sh
ows
accu
rate
evi
den
ce o
f h
avin
g c
on
sid
ered
rel
evan
t fa
cto
rs t
hat
mo
stly
impa
ct o
n
the
inte
r-re
lati
on
ship
bet
wee
n
scie
nce
, tec
hn
olo
gy,
so
ciet
y an
d t
he
envi
ron
men
t at
an
ap
pro
pri
ate
leve
l.
Sh
ows
som
e ev
iden
ce o
f h
avin
g
con
sid
ered
fac
tors
th
at p
arti
ally
im
pact
on
th
e in
ter-
rela
tio
nsh
ip
bet
wee
n s
cien
ce, t
ech
no
log
y,
soci
ety
and
th
e en
viro
nm
ent
at
an a
pp
rop
riat
e le
vel.
Sh
ows
littl
e ev
iden
ce
of h
avin
g c
on
sid
ered
fa
cto
rs t
hat
impa
ct o
n
the
inte
r-re
lati
on
ship
b
etw
een
sci
ence
, te
chn
olo
gy,
so
ciet
y an
d t
he
envi
ron
men
t at
a le
vel l
ower
th
an
the
app
rop
riat
e le
vel.
/ 10
CO
MM
EN
T:/1
00
LE
AR
NE
R: _
____
____
____
____
____
____
____
_ P
AR
EN
T: _
____
____
____
____
____
____
____
__T
EA
CH
ER
: ___
____
____
____
____
____
___
Dat
e: _
____
____
____
__
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Formal Assessment Task 1
TestALevel 1 – lower level multiple-choice: Put a circle around the correct answer1. Magnetism is: (a) The ability for metals to change (b) The ability of a material to exert a force on certain other materials (c) The ability for a material to move from one side to the other [1]2. The Earth has its own: (a) Magnetic field (b) Magnet (c) Field [1]3. When you did the experiment to show the magnetic field you used: (a) A horseshoe magnet (b) Iron rods (c) Iron filings [1]4. An electromagnet is: (a) A bar magnet on a string (b) A switch on a circuit (c) A tightly wound coil of wire [1]5. Circle the materials that are attracted to magnets: (a) Wood, plastic, fabric (b) Paper, glass, magazine (c) Iron, steel, nickel [1]6. Look at the simple circuit diagram below and circle the correct word to label the part: [4]
7. An input device that is a source of energy is: (a) An insulated wire (b) A bell (c) A cell [1]
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8. A control device which allows current to flow in one direction only, and emits light, is: (a) A cell (b) An LED – light emitting diode (c) A battery [1]9. An output device that gives off sound when a current passes through it is: (a) A cell (b) A battery (c) A bell [1]10. The crank is: (a) An adaptation of a second-class lever (b) An adaptation of a wheel (c) An adaptation of a pulley [1]11. Which sentence describes mechanical advantage? (a) It is a machine that makes life easier for us. (b) It is a light that switches on. (c) It is load between the pivot and the effort. [1]12. Draw a frame structure and label it. [6]
TestB1. Describe the different types of magnet that you can get. Give three examples. [3]2. What is a frame structure? Give three examples. [3]3. Draw the symbols for these components and say what they are used for. Fill in the
table below: Name Picture Symbol Use
Battery
Switch
Bell
Buzzer
LED
[16]
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4. Draw the circuit diagram neatly for the circuits below: [15]
5. Explain in detail how to make any pulley system. [3]
TestC:1. Write down the different mechanical systems used in a crane with an electromagnet. [10]2. Give examples of where you would use these lines when drawing your design:
(a) chain line (b) a continuous thin line – freehand (c) a thick dashed line
(d) a continuous thin line. [8]3. Draw a circuit for an electromagnet, and include the circuit diagram. [10]4. Describe magnetism. [2]5. Write a paragraph about recycling and why you think you should do it in your
community. [10]6. What is mechanical advantage? Give four different items or machines that give us
mechanical advantage in our homes. [10]7. Draw and label any crank. Describe how it works. [5]8. Draw any pulley system. Describe how it works. [5]9. Describe in your own words what an oblique drawing is and where you would use it
in your design. [10]10. Draw a simple flow chart showing how you would make a simple circuit. [10]11. Design a simple poster promoting the simple circuit. [10]12. Describe the experiment showing the magnetic field of a bar magnet. [10]13. Write a paragraph on how to strengthen a crane when building it. Think of as many
different ways as possible. [10] Total: [170]
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Formal Assessment Task 1: Memorandum
Possible answers:TestA:1. (b)2. (a)3. (c)4. (c)5. (c) [5]6. Bulb or lamp, insulated wire, cell, switch. [4]7. (c)8. (b)9. (c)10. (a)11. (a)12. Th e learner will draw a frame structure. [11]
TestB:1. Th e three types of magnet are permanent, temporary and electromagnet. [3]2. A frame structure is a structure that is joined together to make a framework. Examples
of frame structures are: a ladder, chair, electrical pylon, burglar guards, some bridges, TV aerial, bicycle frame. [3]
3. [16]Name Picture Symbol Use
Battery Input device: source of energy for longer
Switch Control device: used to temporarily close a circuit, such as a door bell
Bell and buzzer Output device – vibrates to give off sound when current passes through it – useful as an alarm.
LED Control device – allows current to fl ow in one direction only, and emits light.
4. Illustration of a circuit with two cells joined in series with a switch and a light bulb. Another illustration of a circuit with a switch and a cell with the light bulbs joined in series. [15]
5. How to make a pulley system: Use two wheels with a piece of string. Th e wheels must be attached to something a short distance apart. Th e ‘wheels’ will be better if they have grooves in them for the string to stay in place. [3]
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TestC:Possible answers1. Different mechanical systems used in the crane are: an electromagnet, pulley systems, crank
system, and electrical system. [10]2. Continuous thin line, visible outlines, and visible edges. They could be used when
designing the features of the crane, Hidden outlines, and Thick dashed line. This shows the part that you cannot see in the design but it is important to have it there so the person looking at the design can see what will be happening at the ‘back’ of the drawing: Continuous thin line, Hidden outlines Hidden edges. These limit partial views. [8]
3. An illustration of the circuit for an electromagnet with the parts. These should be labelled.
magnetic field
coiled, covered wire
piece of iron
ends of wire, stripped
cell
[10]
4. Magnetism is the ability of a material to exert a force upon certain other materials. [2]5. The world is producing more and more waste materials. The dumping grounds are
becoming full. A great deal of litter is making its way into the rivers and oceans and is killing of wildlife and fish. The environment is being destroyed. We need to start sorting our waste materials and re-use it or sell it to people who can re-use it. It is not only a few people who should do this, we as a community should do this and teach others in our community how to recycle. If the community collects the right materials they can also make some money from the project. Sorting and re-using materials it is also a way of cleaning up the neighbourhood. The waste materials can be collected in bins and sorted for re-use or collecting. Waste food, vegetable and fruit off cuts can be used in the garden for fertiliser. It can be dug into the soil to put back nourishment. [10]
6. Mechanical advantage is when a machine makes our lives and our work easier. Types of machines that give us mechanical advantage are: a washing machine, pop up
toaster, egg beater, vacuum cleaner, fan, bicycle and sewing machine. [10]7. A crank is a second-class lever. It works with the load being between the pivot or
fulcrum and the effort. Learners draw a crank of their choice. [5]8. The pulley is a type of wheel and axle mechanism. It is used to lift a heavy load or it
is used to change the direction of a tension force. Learners draw a pulley of their choice. [5]
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9. An oblique drawing is a drawing that you use to draw your design ideas. It is another form of pictorial representation. One face or side of an object is drawn in its true shape and the other part of the object is drawn sloping away. The oblique drawings have three axes: one is vertical, one is horizontal and one is inclined. [10]
10. This answer should show a drawing of a flow chart showing how to make a simple circuit. This should include a flow chart starting with the cell, then a line that leads to insulated wires, attaching the bulb and attaching the switch. [10]
11. For this the learners will create a drawing of the simple circuit using bright colours. It will be labelled with content about what parts were used and how easy or difficult it is to make. [10]
12. Learners describe the experiment showing the magnet field using a bar magnet. [10]13. How to strengthen a crane: Use triangulation in the tower of the crane. Triangles are the
strongest shape, so the tower of the crane can be built with different sized triangles that are joined well. The crane can also be stabilised with struts and guys. [10]
Total: [170]
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Group Assessment Rubric of design briefs
Appendix1
Date: _________________________ Type of Assessment: Peer AssessmentGroup Members:1 ____________________________2 ____________________________3 ____________________________4 ____________________________5 ____________________________
Criteria Learner1
Learner2
Learner3
Learner4
Learner5
Brief takes into account refugee situation
Specifications are practical
Ingredients are cheap and readily available
Equipment needed is easy to use and obtainable
TotalScore
Key:5 – Excellent4 – Very good3 – Good2 – Room for improvement 1 – More effort required
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Assessment Rubric for preparing the meal
Appendix2(LB. p. 142, Lesson 6 Activity 7)Date: ____________________________Type of Assessment: ObservationAssessor: Educator
CriteriaGroup
AGroup
BGroup
CGroup
DGroup
E
Simplicity of cooking method
Economical/ingredients cheap and easy to obtain
Attention to hygiene
Safety factors considered
Practical choice of utensils taking situation into account
Good time management skills
Group well organised/evidence of good planning
Additional effort
Total
Key:5 – Excellent/very well prepared/excellent organisational skills/much additional effort included4 – Very good/well prepared/good team work/evidence of additional effort included3 – Good/well organised/all criteria considered 2 – Meets basic requirements/some team effort/time management could improve1 – Very little effort included/poor team work and organisational skills0 – Disappointing/no effort made
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Assessment Rubric for the Taste Panel
Appendix3(LB. p. 142, Lesson 6 Activity 8) Extension ActivityDate: ________________________Type of Assessment: Peer –Taste PanelName of Judge: ________________________Group: ________________________
Criteria GroupA
GroupB
GroupC
GroupE
GroupF
Taste
Texture
Appearance
Presentation
Total
Key:5 – Excellent 4 – Very good 3 – Good 2 – Can improve 1 – 0 – Little or no effort made____________________________________________________________________________________________________________
Assessment Rubric for the Taste Panel (LB. p. 142, Lesson 6 Activity 8) Extension ActivityDate: ________________________Type of Assessment: Peer –Taste PanelName of Judge: ________________________Group: ________________________
Criteria GroupA
GroupB
GroupC
GroupE
GroupF
Taste
Texture
Appearance
Presentation
Total
Key:5 – Excellent 4 – Very good 3 – Good 2 – Can improve 1 – 0 – Little or no effort made
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Planning Sheet
Appendix4Lesson 12 ACTIVITY 18Date: _________________________________Group Members:____________________________ ________________________________________________________ ________________________________________________________ ____________________________Best Choice:______________________________________________________Reasons for our choice ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Design Specification Sheet:
Resources and Equipment Needed _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Allocation of duties MembersName Task Equipment,resources
responsiblefor
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Assessment Rubric – Mini-PAT – Shelter for refugees
Appendix5LBp.153,Lesson13and14Group Members: Marks _______ _______________________________ ______________________________________________________________ ______________________________________________________________ _______________________________
Criteria Score/5
1 Suitability of material
2 Easy to transport
3 Easy to assemble
4 Easy to pack and unpack
5 Construction
6 Aesthetic value
7 Organisational Skills
8 Team work
9 Time management
10 Additional effort
Total
Key 5 – All specifications taken into account/planning and organisational skills are excellent/
excellent evidence of research/solution is practical and very creative with much additional effort included.
4 – Most specifications taken into account/planning and organisational skills are very good/good evidence of research/solution is practical and creative, evidence of additional effort included.
3 – Specifications considered/evidence of planning and organising work/some evidence of research/solution is practical. Very little additional effort included.
2 – Specifications not taken into account/planning and organisational skills need to improve/no evidence of research/solution is practical but hampered by poor time management skills
1 – Poor planning and organisational skills/no evidence of research/solution is not sturdy, durable or practical little effort included.
0 – No effort made/very little planning/poor organisational skills/very little team work
Educator Comment: _______________________________________________________________________________________________________________________________________________________________________________________________________Educator Signature: __________________________Date: __________________________
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Investigative Task WorksheetTy
pe
off
oodt
hat
can
be
serv
edt
op
eople
liv
ingin
ar
efu
gee
cam
pD
ate:
___
____
____
____
____
____
____
___
Gro
up m
embe
rs:
1 __
____
____
____
____
____
____
__
2 __
____
____
____
____
____
____
__3
____
____
____
____
____
____
____
4
____
____
____
____
____
____
____
5 __
____
____
____
____
____
____
__
Sour
ce w
here
info
rmat
ion
is ob
tain
ed fr
om:
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
Lis
tof
su
itable
fo
ods
Cri
teri
a
Ava
ilabilit
y
off
ood
Nu
trit
ion
al
valu
eS
implici
ty
ofc
ooki
ng
met
hods
Su
itabilit
y
ofm
eal
pre
para
tion
ti
me
Cos
tC
an
it
be
serv
edo
n
its
own?
Feed
sa
reaso
nable
n
um
ber
of
peo
ple
Req
uir
es
sim
ple
st
ora
ge
faci
liti
es
1B
row
n b
read
✓
✓✓
✓✓
✓✓
✓
2 3 4 5 6 7 8 9 Lear
ner S
igna
ture
___
____
____
____
____
____
Ed
ucat
or S
igna
ture
___
____
____
____
____
____
Dat
e _
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YOU MAY PHOTOCOPY THIS PAGE FOR USE WITH THE TECHNOLOGY GRADE 7 LEARNER’S BOOK. © CAMBRIDGE UNIVERSITY PRESS E49
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YOU MAY PHOTOCOPY THIS PAGE FOR USE WITH THE TECHNOLOGY GRADE 7 LEARNER’S BOOK. © CAMBRIDGE UNIVERSITY PRESSE50
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This section is for you to file your copy of the Curriculum and Assessment Policy Statement (CAPS) for Technology in the Senior Phase.
You may add any other documents you receive in this section and list them below for easy reference.
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Section F: Documents
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7Grade Study & Master
TechnologyStudy & Master Technology has been specially developed by experienced educators to meet all the requirements of the Curriculum and Assessment Policy Statement (CAPS). This new and easy-to-use course not only helps learners master essential content and skills in the subject, but gives them the best possible foundation on which to develop and build their Technology knowledge and understanding.
The comprehensive Learner’s Book:
• provides an overview of content, concepts and skills coveredin each term
• supplies activities that develop learners’ skills andunderstanding of each of the topics specified by CAPS
• includes investigations, and practical tasks, as well as FormalAssessment Tasks in the form of Mini-PATs for each term
• features ‘Did you know?’ boxes with interesting additionalinformation and ‘Safety tip’ and hint boxes that provideguidance on how to do technology tasks safely and easily
• includes a glossary of key words to help with theunderstanding of new terms and concepts.
The innovative Teacher’s Guide includes:
• an expanded contents page and a work schedule for the year
• guidance on the teaching of each lesson and on each form ofassessment
• step-by-step support in the teaching of activities and thecarrying out of practical tasks
• photocopiable record sheets and templates, as well asadditional worksheets to support your teaching.
www.cup.co.za
Ria de Jager has a Masters Degree in Technology Education. She is Deputy Chief Education Specialist in Technology in KZN and Chairperson of the SA Technology Association. Lin Bassett has taught Technology at both government and private schools and presented various workshops at Technology conferences. Barbara Munsami is subject head (Technology) at Marist College and has facilitated workshops for both NGOs and DBE. Lynn Pocock has trained in Technology teaching methods, taught at a pilot school for Technology in 2005 and has been working in Special Needs and Remedial Schools for over a decade. Neel Ramdutt has an MEd in Educational Studies and Multimedia Design as well as a Certifi cate in Technology Education. He is is now Deputy Chief Education Specialist (Technical Subjects /Technology) at the KZN Head Offi ce.
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